ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents' Socioeconomic Status and Health Literacy Domains among Shokrof Preparatory School Students , Shokrof Village, Algarbia Governorate, Egypt
Author: Alseraty, Wafaa Hassan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Family Income,Socioeconomic Status,Correlation,Health,Knowledge Level,Parents,Self Efficacy,Adolescents,Questionnaires,Rating Scales,Statistical Analysis,College Preparation,Secondary School Students,Educational Attainment,Employment Level,Parent Background,Health Behavior

Parents' socioeconomic status is mainly impact their children health outcomes, cognitive, social and emotional development. It also had a great impact on children health-related knowledge, health-related attitudes, health-related communication, health-related behavior, and self-efficiency level. Enhancing health literacy domains are the keystone in health promotion. Health literacy has become an important public health issue today. It considered as an indicator of development in modern political science. This study aimed to assess the correlation between parents' socioeconomic status and health literacy domains among Shokrof preparatory school students. 50 students were chosen by systematic random sample method from Shokrof preparatory school. Data were collected from 1st of October to the end of December 2014. From the study results highly income, more educated and had stable job parents their children had high health related knowledge, highly communicated about health topics, had a positive attitude toward health, had healthy behavior and efficient in solving their problems. Monthly income, mothers' education and work positively correlate with the studied subjects health related knowledge, health related communication, health related attitude, health related behavior and sel-fefficiency level. On the other hand for generalization of the study results it should be conducted on a big sample size at different places to investigate the impact of family socioeconomic state on children different life aspects and their health outcomes.
The Study on &quot;Academic Game&quot;-Oriented English Course Model for Postgraduates in Agricultural Universities
Author: Xia, Xinrong
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Graduate Students,Agricultural Education,Agricultural Colleges,Educational Games,Language Proficiency

Based on the analysis of the questionnaire survey on learning motivation and learning needs of postgraduates and their demands and suggestions on English teaching, the paper makes a beneficial exploration on English course model for postgraduates in agricultural universities. Under the guidance of academic game theory, the &quot;language skills+ academic communication&quot;-oriented English course model meets the social demands for highly qualified professionals in agriculture and forestry with comprehensive English application abilities.
The Impact of Instructional Supervision on Academic Performance of Secondary School Students in Nasarawa State, Nigeria
Author: Usman, Yunusa Dangara
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Exit Examinations,Achievement Tests,Questionnaires,Teacher Surveys,Secondary School Teachers,Correlation,Statistical Analysis,Academic Achievement,Teacher Effectiveness,Teacher Supervision

This study examined the Impact of Instructional Supervision on Academic Performance of Secondary School Students in Nasarawa State with reference to Senior Secondary Certificate Examination (SSCE). Five research questions were used to guide the study to a rational conclusion. Descriptive Survey method was adopted in which Instructional Supervision and Students' Academic Performance Questionnaire (ISSAPQ) were used to obtain relevant data from 92 teachers in 37 selected Senior Secondary schools using the simple random sampling techniques. Pearson product moment correlational statistics (Pearson r) and t-test at 0.05 level of significance was used to analyse the data generated and answer the research questions. The study show that regular instructional supervision using robust supervision strategies like checking of students' notebooks, classroom visitation/inspection by school administrators, checking teachers' lesson plan/notes and inspection of teachers record keeping have significant correlation with teachers' performance and academic achievement of students in Secondary Schools. Recommendations like proper alignment of government policies with educational needs of the society, provision of adequate and relevant instructional materials for teaching, regular in-service training for teachers' capacity development, depoliticization of the free education programmes and proper evaluation of school administrative procedures and educational outcomes were adduced for remediation.
Enrolment Trends in Youth Polytechnics in West Pokot County, Kenya
Author: Patrick, Luyali E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Enrollment Trends,Vocational Education,Dropouts,Dropout Rate,Surveys,Gender Differences,Vocational Schools,Vocational Education Teachers,Secondary Education

The concept of Youth Polytechnics (YPs) was started as village polytechnics in 1968 by the National Christian Council of Kenya (N.C.C.K.).They are managed by local communities, Non-Governmental Organizations, the government and religious bodies. The YPs offer a route for acquisition of technical and entrepreneurship skills in line with TIVET. In West Pokot County, transition rate from primary to secondary has shown worrying trends, with only 47% of the 4,865 candidates who sat for Kenya Certificate of Primary Examinations in 2008 managing to enroll in secondary schools compared to the 70% transition rate in the country. Therefore, a considerable number of primary school leavers in the County do not proceed to secondary schools for academic education and 10% opt to enroll in youth polytechnics for various vocational skills such as masonry, carpentry, mechanics and tailoring for self or paid employment. However the curriculum in youth polytechnics has been criticized over time as lacking in levels of skills to train marketable courses and technical know-how that respond to the labour market demands by the industry and the informal sector. The government is currently reviewing youth polytechnics curriculum with the view of making it more responsive and relevant to the needs and aspirations of the trainees. This study sought to establish enrolment trends in youth polytechnics in West Pokot County. The findings of the study found that, YPs operate without a clear curriculum, YPs are characterized by dismal rates of participation and gross inequalities in terms of gender, due to lack of adequate and relevant materials as well as insufficient and poorly trained staff the quality of training was below expected levels and that funding remained the most outstanding disincentive in implementation of YPs curriculum. The study recommended that courses should be offered after a more systematic investigation of people's needs, there was need to equip YPs in view of increased enrolment, curriculum should be changed to adapt to the needs of the community and individuals, and community and aid agencies to be asked to provide essential facilities and assist in construction of YPs. The results of the study will be used by policy makers in the Ministries of Education and Youth Affairs in improving enrolment, curriculum and stakeholders attitude towards YPs in West Pokot County. The government will find the study useful in understanding the plight of the rural youths and the need to continue financing YPs in the semi-arid regions.
The Effect of the SCAMPER Technique in Raising Awareness Regarding the Collection and Utilization of Solid Waste
Author: Çelikler, Dilek
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Sanitation,Student Characteristics,Demography,Problem Solving,Brainstorming,Creative Thinking

The aim of this study was to determine the effect of the SCAMPER technique in raising awareness among science students regarding the collection and utilization of solid waste. The participants included a total of 65 third-year students. According to the study results, the science students described schools and visual media as their main source of information regarding the collection and utilization of solid waste. Following the application of the SCAMPER technique, the students described that they will recycle all solid waste except for organic waste, and that, if available, they would dispose each type of waste in different recycling containers.
Use of Vietnamese in English Language Teaching in Vietnam: Attitudes of Vietnamese University Teachers
Author: Anh, Kieu Hang Kim
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Vietnamese,Teaching Methods,English Teachers,College Faculty,Teacher Attitudes,Questionnaires,Semi Structured Interviews,Bilingual Education,Language Attitudes

Drawing upon the literature on the history of the language teaching methods focusing on the use of L1 in L2 teaching, the debate surrounding the role of L1 in the L2 classroom in general and in the English classroom in particular and recent studies of the issue, this article presents at its core a study that investigated the attitudes of Vietnamese university teachers toward the use of Vietnamese in English Language Teaching (ELT) in the context of Vietnam. A total of 12 teachers from three universities in Ho Chi Minh City, Vietnam participated in the study. The data was collected via questionnaire and semi-structured interview. The findings support the judicious use of Vietnamese in some situations in ELT. The results also highlight that the use of Vietnamese is not the same in all ELT classrooms. Instead, it should be adapted to suit the context of a specific classroom.
The Relationship between Iranian EFL Teachers' Critical Thinking Ability and Their Professional Success
Author: Birjandi, Parviz
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Teacher Effectiveness,Correlation,Cognitive Tests,Questionnaires,Statistical Significance,Regression (Statistics),Teacher Evaluation,Adult Educators,Adult Students,Statistical Analysis

In the face of too much incoming information and too many people trying to convince us in today's world, the ability to think critically gains an ever greater saliency as a prime goal of student and teacher education. The present study aimed at substantiating the relationship between EFL teachers' critical thinking ability and their student-evaluated professional success. To this end, measures of the critical thinking ability of 67 Iranian EFL teachers were obtained using the Farsi version of Watson-Glaser Critical Thinking Appraisal, Form A (WGCTA-FA) (Watson &amp; Glaser, 1980) (Faravani, 2006). In addition, their professional success was estimated by their students through the Successful Iranian EFL Teacher Questionnaire (SIETQ) (Pishghadam &amp; Moafian, 2009). The Pearson product-moment correlation analysis indicated a statistically significant relationship between the two sets of measures (r = 0.7, p = 0.05). More specifically, the multiple regression analysis demonstrated that three of the five aspects of critical thinking as defined by Watson and Glaser (1980), namely &quot;drawing inferences&quot;, &quot;interpreting evidence&quot; and &quot;evaluating arguments&quot;, are significantly positively correlated with SIET scores. Implications relate to the need to accommodate &quot;critical thinking&quot; as an essential aspect of EFL teacher education and teacher evaluation programs, and to readdress the concept of EFL/ESL teacher effectiveness with an eye to teachers' critical thinking ability.
Writing Center Tutors Have the Luxury to Focus on Individual Student &quot;Care Giving&quot; as Opposed to Formal Classroom Settings That Are Less &quot;Care&quot; Centered
Author: Pistone, Renee A.
Date: 2010-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,Tutors,Peer Teaching,Writing Improvement,Caring,Laboratories,Writing (Composition),Self Esteem,Teacher Student Relationship

Undergraduate and graduate students come to the writing center for consultations with peer tutors in order to improve their communication skills. During peer tutoring sessions (over the course of one semester) it became clear that these students were meeting with the tutors that I supervised, for more than just help with their writing. I observed six male and seven female students that needed help. There were five international students and they were considered ESL-English as a Second Language students. Interestingly, all the students indicated a high level of frustration (by a perceived lack of &quot;caring&quot; on the part of their Professors) who made comments on their assignments. They came to the Center, hurt and confused, and in need of some deciphering about just what their Professors wanted from them. The students were uncomfortable with approaching their Professors to discuss the papers. The Professors, were truly overwhelmed with department and research obligations making it hard to meet with students repeatedly. It became clear that the writing center tutor needed to fill this role by employing a more &quot;caring&quot; tutoring approach. A &quot;caring&quot; tutoring approach requires nurturing at all times and its application results in higher self-esteem levels. Other tutoring approaches that are not care centered tend to be less nurturing. They tend to focus solely on results that impact the tutee's grades, with little to no improvement in the tutee's self-esteem level.
Cognitive Styles Field Dependence/Independence and Scientific Achievement of Male and Female Students of Zamfara State College of Education Maru, Nigeria
Author: Muhammad, Tukur
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Science Achievement,College Students,Correlation,Statistical Analysis,Biology,Males,Females

This study was conducted to examine the association between cognitive styles (Field dependence/Independence) and scientific achievement in Male and Female student of Biology and Integrated science Department of Zamfara State College of Education Maru, the is correlational. A population of 700 students were used, in which 150 were randomly selected using simple random sampling technique. The instrument used in this study is Latent Patterns which was developed by Witkin et al., the reliability coefficient of 0.82 was established for both Male and Female students, in order to answer the questions descriptive statistics was used as well as t-test, one way analysis of variance ANOVA and Schulte post was also employed. This study revealed that there is significant relationship between Male and Female students Field dependence and Field independence and their academic achievement, the findings also indicates that cognitive styles (Field dependence/Independence) is a significant predictor of scientific achievement in Male and Female student of Biology and Integrated science students of Zamfara State College of Education Maru.
Examples of Current Issues in the Multicultural Classroom
Author: Alsubaie, Merfat Ayesh
Date: 2015-00-00
Type: Journal Articles
Subjects: Classroom Environment,Classroom Techniques,Class Activities,Teaching Methods,Student Diversity,Educational Practices,Teacher Competencies,Teaching Skills,Adjustment (to Environment),Culturally Relevant Education,Cultural Differences

Classrooms are becoming increasingly multicultural, and this leads to new challenges for teachers. Traditionally, students coming into the multicultural classroom are at a deficit because they must learn how to navigate unfamiliar people, their cultures, and language. Thus, teachers have the added responsibility of leading students through this unfamiliar territory towards achievement. This requires specialized learning techniques, practice, and education in order to effectively accomplish. Teachers who unite classrooms with activities both inside and outside of the classroom stand a better chance at boosting student achievement and ameliorating the negative effects that have been observed in multicultural classrooms in the past.
A Comparative Study of Directly Selected, In-Service Promoted and Online Selected Subject Specialists Regarding Teaching Effectiveness in Kohat Division, Pakistan
Author: Suleman, Qaiser
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Teacher Effectiveness,Secondary School Teachers,Secondary School Students,Student Surveys,Questionnaires,Statistical Analysis,Specialists,Teacher Selection,Teacher Promotion,Teacher Recruitment

The main objective of the study was to compare the teaching effectiveness of directly selected, in-service promoted and online selected subject specialists teaching at higher secondary school level in Kohat Division, Pakistan. The target population of the study was the higher secondary school students in Kohat Division, Pakistan. A sample of 600 students randomly selected from 10 out of 20 higher secondary schools in Kohat Division was used in this study. The design of this research study was survey. A self-developed structured questionnaire was used a research instrument for data collection. Statistical tools i.e., mean, standard deviation, ANOVA and Post-hoc t-tests were used. After statistical analysis, it was concluded that the teaching performance of the directly selected subject specialists was highly appreciable and excellent. On the other hand, teaching performance of in-service promoted subject specialists was found satisfactory while teaching performance of online selected subject specialists was poor and unsatisfactory. Based on findings, it was recommended that at least 75% of the total subject specialists should be recruited through Khyber Pakhtunkhwa Public Service Commission only.
What Is the Reality of Preschool in Jordan?
Author: ALdarab'h, Intisar
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Educational Practices,Preschool Teachers,Qualitative Research,Statistical Analysis,Educational Environment,Educational Quality,Early Childhood Education,Educational Facilities,Educational Equipment,Interaction,Parents,Teacher Characteristics,Learning Activities,School Location,Teaching Experience,Likert Scales,Change Strategies,Preschool Evaluation

The present study evaluated the reality of the preschools in Jordan. A random sample of 500 preschool teachers participated in this study. Quantitative and qualitative methods were used. Preschools' learning environment quality was assessed using the revised version of the Early Childhood Environment Rating Scale (Harms, Clifford, &amp; Cryer, 1998). Multi-level statistical analyses revealed that quality of government preschools as measured by the ECERS-R was evident in two of the seven subscales as high quality. These were for interaction and program structural subscales, while the remaining dimensions of space and furnishing, personal care routine, language reasoning, activities, and parents and staff are of good quality. This study demonstrated the importance of continuing to provide high quality learning environment in Jordanian preschools and of incorporating evaluation of the same into education reform.
Assessment of Knowledge and Competences in Agricultural Engineering Acquired by the Senior Secondary School Students for Farm Mechanisation
Author: Ndem, Joseph
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Engineering,Secondary School Students,Knowledge Level,Competence,Secondary School Teachers,Questionnaires,Agricultural Machinery

This study was designed to assess the agricultural engineering knowledge and competencies acquired by the senior secondary students for farm mechanization in technical colleges in Ebonyi state of Nigeria. A survey research design was adopted for the study. Three research questions and two null hypotheses guided the study. The population of the study was 1,858 comprising of 174 teachers and 1,684 final year students. A simple random sampling technique was used to select 370 as sample for the study. A structured questionnaire with 21 items was employed for the study. The instrument was face validated by 3 experts. Two of the experts from the Department of Technology and Vocational education while one specialist from measurement evaluation, all from Ebonyi State University; and the reliability coefficient of 0.183 was obtained using Cronbach alpha technique to determine the internal consistency of the instrument. The data collected were analyzed using weighted mean and standard deviation for the research questions white t-test statistics was used to test for the hypotheses at 0.05 level of significant. The result of the analysis of the data reveals that the students have the knowledge in recognizing and identifying tillage machines, tools and equipment but do not have the competencies in the use of tillage, planting, weeding and harvesting farm machines tools and equipment except the use of simple farm tools like hoe, spade and sickle. The result of the hypotheses showed that there was no significant difference in the opinions of the teachers and the students on the knowledge and the competencies acquired by the senior secondary students in agricultural engineering for farm mechanization. It was recommended among others that the teachers should expose the students more on the practical use of the tillage, planting, weeding and harvesting farm machines, tools and equipment.
Embracing the Exit: Assessment, Trust, and the Teaching of Writing
Author: Eng, Joseph
Date: 2006-00-00
Type: Journal Articles
Subjects: Writing (Composition),Essays,College Students,Program Effectiveness,Writing Achievement,College Faculty,Teacher Attitudes,Portfolio Assessment,Surveys,Workshops,Faculty Development,Teaching Assistants,Writing Evaluation,Student Attitudes

Historically, the Composition Program at Eastern Washington University (EWU), a comprehensive university in Cheney, WA, required a single essay sample from each composition student as the final exit exam; in practice, a student passed or failed the course based on an in-class argumentative essay, written in three consecutive class periods. Such a practice had enjoyed some success, reflected in part by the program pass rate, on an average, at 85% from around seventy E101 sections annually since 1999. Within the curriculum and teaching contexts, however, many instructors--including teaching assistants, lecturers, and different program directors--continued to express pedagogical concerns, especially regarding the wide-ranging individual class pass rates. Joseph Eng begins this article by announcing that he wanted to implement an exit writing portfolio at Eastern Washington University. Eng says that he also wanted to help new teachers develop and understand the context of writing assessments as well. Seeking to be better informed in order to improve the midsize composition program at Eastern Washington, Eng became interested in situated practices, essentially how something has been done, is being done, and why. This article recaptures the transition in the exit measure at EWU its history and local context, and its place in the annual mandatory 3-Day PreFall Teaching Workshop. During the year of implementation, several assessment initiatives were answered in the assessment report. This article provides a succinct version of the report including the Program goal, its assessment instrument, scores, and recommendations. Based on survey responses, the exit portfolio implementation year appears to have been successful.