ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Practice of In Loco Parentis in Public Schools
Author: Mampane, Sharon Thabo
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Public Schools,School Role,Teacher Role,Legal Responsibility,Caring,Well Being,Child Safety,Parent Teacher Cooperation,Violence,Student Rights

The purpose of this conceptual paper is to highlight challenges educators face in the practice of in loco parentis in South African public schools. Responsibilities of school educators in children's education are increased, while those of social institutions like the home, church and community are reduced. This responsibility known as the 'in loco parentis' principle, tasks educators to act in the place of a parent by carrying out legal responsibilities and functions in line with the Fundamental Rights of children in the Constitution of the Republic of South Africa (CRSA) of 1996. Educators ought to show care and supervision to learners in the same way a reasonable and prudent parent would; taking responsibility for the emotional, psychological and physical well-being of the learners to ensure there is no foreseeable risk of injury to the child. This parent-teacher relationship is unique and requires educators to exercise care that ensures protection of learners from harm and injury so that they are not rendered negligent while performing their tasks. Despite these laws put in place to protect both learners and educators, physical and psychological violence is a threat. This paper thus focuses on how educators' practice of in loco parentis ensures protection, security, safety and wellbeing of learners in South African public schools. Findings, reveal that the whole system of parent-teacher co-operation should be reorganized to balance the tasks of the school community. The study is significant for the realistic consideration of educators' in loco parentis practice amidst their teaching and administrative tasks. [For the complete Volume 16 proceedings, see ED586117.]
Principals&apos; Application of Communication Skills as a Correlates of Teachers&apos; Job Performance in Secondary Schools in Anambra State, Nigeria
Author: Ndidi, Egboka Patience
Date: 2018-07-00
Type: Journal Articles
Subjects: Secondary Schools,Foreign Countries,Job Performance,Communication Skills,Correlation,Administrator Effectiveness,Secondary School Teachers,Teacher Attitudes,College Faculty,Educational Administration,Departments,Universities,Teacher Administrator Relationship,Feedback (Response),Workshops,Administrator Education

This study ascertained principals' application of communication skills as a correlates of teachers' job performance in secondary schools in Anambra State. Three research questions guided the study and three hypotheses were tested at 0.05 level of significance. Correlation survey research design was adopted for the study. The population of the study comprised 6,396 secondary school teachers in Anambra State. Multi-stage sampling technique was used to sample 665 teachers for the study. The researchers-developed two sets of questionnaire titled &quot;Principals' Communication Skills Questionnaire (PCSQ)&quot; and &quot;Teachers' Job Performance Questionnaire (TJPQ)&quot; were used for data collection. The instruments were validated by three experts comprising two lecturers from the Department of Educational Management and Policy, and the other a specialist in Measurement and Evaluation all from the Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instruments were ascertained using Cronbach alpha and it yielded reliability co-efficient of 0.81, 0.78 and 0.76 for the three parts of PCSQ and 0.77 for TJPQ. The researchers together with five research assistants collected data for the study. A 98% return rate was recorded. Data analysis was done using Pearson's Product Moment Correlation Coefficient to answer the research questions and t-test to test the hypotheses. The findings of the study revealed among others that there is a moderate relationship between principals' application of verbal skill and teachers' job performance in secondary schools in Anambra State. It was also found out that there is significant relationship between principals' application of feedback skill and teachers' job performance in secondary schools in Anambra State. Based on the findings, it was recommended among others that Ministry of Education should sponsor principals to workshops, seminars and conferences to enable them up-date their knowledge and communication skills in order to create conducive school environment that would enhance teachers' job performance.
Reflections on Educational Reforms in Latin America
Author: Vasquez-Martinez, Claudio-Rafael
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Poverty,Quality of Life,Social Differences,Social Justice,Institutional Autonomy,Administrative Organization,School Administration,Educational Quality,Equal Education,Economic Factors,Foreign Countries

A reform always implies an adjustment, a transformation, or a change. But one always hopes that a reform is for the better, and that it will benefit those who will be affected by the reform. Educational reforms have been seen in this way, since the world changes and we change with it. In this line of thought, we can dare to think that when an educational reform is considered, it concerns all of us, as we are teachers, students, managers and society in general. We have great expectations in all aspects, from economics, which in the end involves all of us, to quality, social reconstruction in the reduction of poverty, providing quality of life, and reducing the gap between the rich and the poor. [For the complete Volume 16 proceedings, see ED586117.]
Training and Effectiveness of Multimedia E-Content Based on ADDIE Model Prepared by Student Teachers in Economics for the Students of STD. IX
Author: Thakur, Geeta R.
Date: 2014-06-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Blended Learning,Preservice Teacher Education,Teaching Methods,Student Journals,Technological Literacy,Pretests Posttests,Student Attitudes,Visual Aids,Story Telling,Economics Education,Foreign Countries,Preservice Teachers

When e-learning is reshaping the educational landscape of the world, an essential condition for effective practices of digital age pedagogy is that there must be access to high quality, culturally relevant content in digital forms. So efforts should be taken to create e-content through teachers. In this study, the researcher used blended learning approach to train student teacher to develop storyboard for creating multimedia e-content. The training was integrated with B.Ed. curriculum and digital platforms like Edmodo and Blog. The student teachers were guided to integrate different theories of learning, multimedia principles and teaching principles while preparing their storyboard. Through journaling they were encouraged to write reflections which were analyzed to understand their journey towards acquiring digital competencies. Student teachers developed storyboard for creating e-content for Economics subject of standard IX syllabus of SSC board by using ADDIE model. Prepared modules were implemented on 132 IX STD. students. E-content was found to be more influential in student success than the traditional method. The analyses in the present study have shown that there was a significant difference in the post-test score of control and experimental group. Students, in general, showed a very positive attitude towards e-content. They agreed that e-content was a very good technique for learning and found it very beneficiary. [This paper was published in the &quot;Scholarly Research Journal for Interdisciplinary Studies&quot; vII/XIV p55-62 Sep-Oct 2014 (ISSN 2278-8808).]
Thinking &apos;Outside of the Box&apos; in Modern Education Systems: Working across Cultural and Language Boundaries with Student Teachers in Lithuania
Author: Hilton, Gillian L. S.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Cultural Differences,Language Variation,Educational Quality,Quality Assurance,Foreign Countries,Mentors,Translation,Indo European Languages,Teacher Orientation,Beginning Teachers,Teacher Education Programs,Preschool Teachers,Language of Instruction,Teacher Educators,Teacher Characteristics,Student Attitudes,Females

This paper explores the challenges of working with non-native speakers of English, on areas pertinent to the successful education of trainee teachers of young children in Lithuania. The challenges faced were numerous, as the two week programme was not specifically related to the young child's education, covering subjects such as quality assurance of programmes, induction processes for new teachers, the characteristics of teacher educators and mentors and the skills required by teachers in the twenty first century. The conclusions reached were the following; subject matter more directly related to young children's education, though this would not have stretched the students in the way desired by the researcher; and translation of the material used into Lithuanian, originally suggested by the researcher would have without doubt aided the comprehension and learning of the students, many of whose standard of English was often not sufficient for the tasks set. Struggling with the language of instruction definitely affected content learning. However, students despite the difficulties made very successful efforts to embrace the end of programme's challenge, involving group work and group presentations of a new curriculum for training pre-school teachers and pre-primary teachers. [For the complete Volume 16 proceedings, see ED586117.]
Inequalities within Nigeria&apos;s Education System: A Focus on Secondary Schools in Lagos, Ondo State and Ogun State
Author: Babalola, Shade
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Secondary Schools,Educational Finance,Government Role,Federal Aid,Equal Education,Fees,Public Schools,Private Schools,Educational Quality,Educational Resources,Educational Facilities,Equipment,Class Size,Economic Development,Correlation,Illiteracy,Adult Literacy,Teacher Education

This paper aims to examine the current inequalities within Nigeria's education system with a brief focus on Lagos, Ondo State and Ogun State. It will also examine how the current system is funded and will consider the percentage of GDP the government spends on education in Nigeria in comparison to other countries in Sub-Saharan Africa. In addition to this, the inequalities in terms of the payment of school fees within both the private and public sectors in Lagos will be examined. Furthermore, the quality of education in Nigeria in terms of resourcing, facilities, and equipment and class sizes will be evaluated. Comparisons will be made about the relationship between education and economic growth. This paper intends to examine the quality of the current education system and the extent to which adult illiteracy is increasing in Nigeria. The paper will highlight the current trends in Nigeria's education system and will finally put forward recommendations to improve Nigeria's education system. [For the complete Volume 16 proceedings, see ED586117.]
&apos;A New Way for New Talents in Teaching&apos; or the Impact of Targeted Recruitment, Rigorous Selection, Innovative Training, and Ongoing Professional Support on Beginner Teachers&apos; Performance
Author: Koleva, Neli
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Recruitment,Teacher Selection,Talent,Educational Policy,Alternative Teacher Certification,Comparative Analysis,Teacher Education Programs,Academic Achievement,Teacher Effectiveness,Teacher Attitudes,Career Change,Beginning Teachers,Teacher Motivation,Teacher Competencies,Low Achievement,Trend Analysis,Educational Trends,Job Security,Social Responsibility,Classroom Techniques,Feedback (Response),Foreign Countries

'A New Way for New Talents in Teaching' (NEWTT), an Erasmus+, Key Action 3: Policy Experimentation project, explores alternative pathways into the teaching profession for highly motivated graduates and professionals. The project is inspired by prior research that compares traditional teacher education programs to alternative pathways to the profession based on teacher and student performance and on key competencies and mindsets demonstrated by the teachers in both tracks. The key hypothesis tested is that rigorously selected career-changers or top-performing graduates with a strong commitment to teaching could combine their first two years at school with practical, on-the-job training and a university teacher certification program and perform at least on par with traditionally trained beginner teachers. If this proves to be true, NEWTT could potentially address a few major EU-wide education challenges. An impact assessment team have been tracking the competence, motivation, and mindsets of the alternative training group and have been comparing them to the competence, motivation, and mindsets of control groups -- traditionally trained beginner teachers also working in underperforming schools. The impact evaluation interim report for Bulgaria outlines a few key trends: NEWTT trainees and beginner teachers enter the profession with different job motivators -- the main one being social responsibility for NEWTT trainees and job security for the control group, teaching competences increase for both groups over time, and traditionally trained teachers feel a higher need for support in the three main teacher tasks of tracking student progress, giving students feedback, and establishing classroom routines. [For the complete Volume 16 proceedings, see ED586117.]
Emotional Intelligence, Test Anxiety and Academic Stress among University Students
Author: Stankovska, Gordana
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,Stress Variables,Test Anxiety,Emotional Intelligence,Correlation,Academic Achievement,Gender Differences,Anxiety,Likert Scales,Questionnaires,Foreign Countries

In today's highly competitive world, students face various academic problems including exam stress, anxiety during the test, problems with homework assignments, expectations about academic success or inability to understand the subjects. Rapid changes in the education sector gave rise to stern testing procedures for evaluating students' knowledge. Thus, the main objective of this research was to investigate the possible relationship between emotional intelligence, test anxiety and academic stress among university students. The Self Report Emotional Intelligence Test (SEIT), Test Anxiety Inventory (TAI) and Student Academic Stress Test (SAST) were administered to a sample of 200 university students (100 female and 100 male students). The results indicated that the total score of emotional intelligence correlated with the test anxiety and academic stress felt, as well as the academic success achieved, by the university students. At the same time there was a significant positive relationship between emotional intelligence, test anxiety, academic stress and gender. There was no correlation between emotional intelligence and the course of study, but there was a positive relationship between test anxiety, academic stress and the course of study. Also we found a significant positive relationship between emotional intelligence, test anxiety, academic stress and high academic performance, but a negative one between emotional intelligence, test anxiety, academic stress and low academic performance. The study conducted found that emotional intelligence, test anxiety and academic stress are significant for and predictive of the academic achievement the university students' population accomplish. [For the complete Volume 16 proceedings, see ED586117.]
Wellbeing of Adolescents as a Requirement for Education in Late Modernity
Author: Ecarius, Jutta
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Adolescents,Well Being,Age Differences,Gender Differences,Life Style,Life Satisfaction,Emotional Response,Locus of Control,Foreign Countries,Self Efficacy,Surveys

In late modernity, discourses of optimization and acceleration dominate. The current debate on wellbeing is directly linked to this, as a good wellbeing in late modernism with an open ethical horizon can be seen as a positive point of reference for education. A good wellbeing is a prerequisite for being convinced with self-efficacy that life is to a large extent self-directed. With regard to youth and education, the question arises as to how these processes and their consequences in youth life make themselves felt -- above all because contemporary educational and social science interpretations do not paint an optimistic picture, but primarily consider risks and uncertainties as effects of the new structural conditions. The paper presents quantitative empirical findings of a secondary analysis with 5,520 respondents, 10 to 18 years old in the federal state of North Rhine-Westphalia (Germany) and shows connections (cluster analysis) of good and bad wellbeing of adolescents, age, gender, lifestyle as well as self-satisfaction, moods, control over life and decisions in an empirical way. [For the complete Volume 16 proceedings, see ED586117.]
Pertinent Leadership and Governance Challenges Facing Schools in South Africa
Author: Mahlangu, Vimbi P.
Date: 2018-00-00
Type: Reports - Research
Subjects: Instructional Leadership,Governance,Secondary School Teachers,Principals,School Administration,Foreign Countries,Administrator Role,School Culture,Educational Quality,Educational Improvement,Administrator Effectiveness

This paper focuses on the challenges facing school principals in improving their leadership skills and those of school governing bodies. Mixed method was employed and the research was conducted with some school principals, School Governing Bodies (SGBs) members, and teachers in secondary schools in Gauteng Province of South Africa. The problem is that there are vague rules in those schools where the SGBs and the school principals compete against one another. Dysfunctionality of schools is the result of poor governance and poor management by both the school principals and the SGBs. Some school principals are a contributory factor to glitches in schools because of their incompetence. [For the complete Volume 16 proceedings, see ED586117.]
Analysis of the Activity of Preservice Teachers and Trainers on an ePortfolio Platform
Author: Simon, Jean
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Preservice Teacher Education,Portfolios (Background Materials),Electronic Publishing,Foreign Countries,Certification,Users (Information),Trainers,Trainees,Educational Technology,Elementary School Teachers,Secondary School Teachers

The Reunion Island teachers training school has decided to set up an ePortfolio platform to validate the &quot;C2i2e&quot; certificate for trainees. This certificate confirms their competencies in technology enhanced learning and digital education. Trainers and trainees of the school have been using this platform for the past three years. Here, we study their activities to understand the real use of the platform that has been done. To analyze their behavior, we look at the traces they left on the platform. These traces show that, while all trainees go on the platform to get the certificate very few of them do it for their own goals and when they do it, it is usually for sharing documents. For their part, only a few trainers of the school work with the platform. When they do it, it is to make documents available to their trainees or to collect their students' work. [For the complete Volume 16 proceedings, see ED586117.]
New Medicaid Changes Harm Students, Hinder Economic Mobility. Policy Brief
Author: Welton, Carrie
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Social Services,Low Income Groups,Minority Group Students,At Risk Students,Health Insurance,Postsecondary Education,College Students,Labor Force Development,Social Mobility,Socioeconomic Status,Equal Education,Access to Health Care,Success

Attaining a postsecondary education can greatly increase success in today's labor market. But it is often out of reach for students from low-income families, who often receive little or no financial family support for school and who have significant unmet need even after financial aid. Students of color face additional systemic racial and economic barriers that hinder their access and completion of postsecondary education. While access to public support programs can be critical to reduce hardship, policymakers continue to devalue education by restricting access to programs that meet basic needs and provide students crucial services. This contradiction is illustrated by state proposals to deny Medicaid to people who do not work a set number of hours each month. These proposals put many low-income students at risk of losing health insurance, making it harder for them to succeed in school. There is overwhelming evidence correlating postsecondary education with improved social, economic, and health outcomes. Programs serving low-income people should promote education as one of their highest priorities--&quot;not&quot; create new hurdles to completing degrees and credentials.
A Way Forward for Refugees: Findings from the WES Pilot Project. Executive Summary
Author: World Education Services (WES)
Date: 2018-00-00
Type: Reports - Research
Subjects: Refugees,Pilot Projects,Credentials,Foreign Countries,Immigrants,Qualifications,Academic Records,Nonprofit Organizations,Evaluation Methods,Program Evaluation,Partnerships in Education

World Education Services (WES) is a non-profit organization with over 40 years of experience in assessing academic credentials from more than 200 countries and jurisdictions and 40,000 educational institutions. Because many refugees are unable to obtain verifiable documents, the assessment of their qualifications calls for a different approach than normally used. WES launched its refugee pilot project in July 2016 with the target of accepting 200 applications by the end of that year. This goal was achieved and surpassed, and WES accepted additional applicants until the project was paused in May 2017 for program evaluation. This report analyzes the first 205 individuals who applied before December 31, 2016, 95 percent of whom received a WES Alternative Credential Assessment of their academic qualifications. To validate its approach, WES issued credential evaluation reports to a select number of Syrian refugees and conducted a thorough evaluation of the pilot program itself. WES recruited applicants by working through trusted referral partners who could screen them for program eligibility, explain the purpose of an assessment, and guide them through the process. Beyond testing assumptions and methods, WES also hoped to learn more about its refugee applicants, including their aspirations, intentions, and needs related to using the assessment to achieve their goals. This report describes the various elements of the project and includes analysis of the data to provide context for specific recommendations and next steps for this project. [For the full report, see ED586188.]