ethanporcaro/eric-fulltext-meta huggingface dataset:
Changing Roles of Libraries and Academic Librarians in a Knowledge Society
Author: Quadri, R. F.
Date: 2014-10-00
Type: Journal Articles
Subjects: Library Role,Academic Libraries,Librarians,Staff Role,Change,Knowledge Economy

The information explosion coupled with the electronic or virtual era has brought great changes to libraries and its working environment. This paper therefore looks at the concept of library within an academic environment. The knowledge society was also described vis-a-vis the changing roles of libraries and librarians. The paper concludes by emphasizing the need for librarians to develop their competency skill in information acquisition and provision in a knowledge society. Finally, some recommendations were suggested.
Collaborative Research and Multi-Issue Movement Building for Educational Justice: Reflections on the Urban Research Based Action Network (URBAN)
Author: Warren, Mark R.
Date: 2019-05-20
Type: Journal Articles
Subjects: Research,Cooperation,Social Justice,Activism,Networks,Urban Areas,Conferences (Gatherings),Equal Education,National Organizations

Two long-time scholar-activists reflect on a distinctive approach to research that they call collaborative research for justice, research that is conducted with community leaders and education activists to advance equity and social justice. They argue that by linking research directly with action this kind of research has the power to speak directly to the current crises not only in education, but also in the other institutions of civil society. Drawing on decades of experience in public research universities, local community based organizations, inter/national disciplinary research organizations, and distributed informal networks of engaged scholars, social justice activists, and community leaders, they reflect specifically on the more recent formation of the Urban Research Based Action Network (URBAN), a national network of people enacting a variety of forms of collaborative research for justice, now with more than 1500 members. They outline lessons that might contribute to building the multi-issue movement for educational justice that they believe is required to transform public schools to make them serve the needs of the most disadvantaged, aggrieved, and inequitably treated communities. In its short history URBAN has already impacted the academy through the gatherings and meetings it has hosted as well as through a rigorous publishing agenda, including a special issue of EPAA in which this article appears.
Approaches to Learning in Higher Education: A Review
Author: McLoone, Pauline
Date: 2014-08-00
Type: Journal Articles
Subjects: Teaching Methods,Higher Education,Outcomes of Education,Academic Achievement,Correlation,Foreign Countries,Educational Researchers

The concept of approaches to learning (deep, surface and strategic) has been influential in higher education research, policy and practice, particularly, in the world's leading universities. In this review, published international research investigating the relationship between approaches to learning and educational outcomes in higher education is evaluated. There is evidence that deep approaches to learning are associated with a deep understanding of educational material but not conclusively high academic achievement (as measured by assessment results). This may be because the assessment methods adopted by higher education institutions do not always reward deep learning. It is recommended that higher educational institutions in sub-Saharan Africa aim to encourage students to develop a deep approach to learning, leading to a deep understanding of subject matter. This can be achieved through the incorporation of well organised curricula and teaching and assessment methods that promote deep understanding, such as, essay writing, problem based learning, inquiry based learning, reflective learning and research projects.
Developing Instruments to Measure Montessori Instructional Practices
Author: Murray, Angela K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Montessori Method,Measures (Individuals),Early Childhood Teachers,Elementary School Teachers,Educational Practices,Test Construction,Fidelity,Questionnaires,Test Items

Researchers who study any intervention must rule out potential alternative explanations for their results by establishing that the program being investigated is implemented with fidelity. Various instructional practices are attributed to the Montessori Method because the term is not legally protected, meaning any school can say it is Montessori regardless of the degree to which it adheres to practices generally understood to represent Montessori education. Researchers have used a variety of tools to measure the fidelity of Montessori environments they study, but most of these tools lack an extensive psychometric foundation or are labor intensive, requiring in-person observation. The purpose of this study was to examine the psychometric properties of instruments that were developed to measure Montessori implementation through Early Childhood (EC) and Elementary (EL) teachers' reported instructional practices. Findings supported three hypothesized dimensions of Montessori implementation (structure, curriculum, and freedom), which worked fairly well in describing practices. While the properties of these instruments are promising and provide preliminary supporting evidence, results of this analysis suggest further refinement of the items in these instruments is necessary with larger and more diverse samples. While we do not suggest that these are finalized tools, we believe they provide a valuable starting point that is a vast improvement over the requirement of investigators to develop their own instruments as part of each Montessori study they design. The authors hope other researchers will incorporate these instruments into their studies to help build a robust body of evidence supporting their use.
Validity and Reliability of Teacher-Made Tests: Case Study of Year 11 Physics in Nyahururu District of Kenya
Author: Kinyua, Kiragu
Date: 2014-05-00
Type: Journal Articles
Subjects: Tests,Test Validity,Test Reliability,Physics,Secondary School Science,Science Instruction,Secondary School Teachers,Teacher Characteristics,Teaching Experience,Training,Educational Attainment,Test Length,Taxonomy,Foreign Countries

This study was carried out to establish the factors influencing the validity and reliability of teacher made tests in Kenya. It was conducted in Nyahururu District of Laikipia County in Kenya. The study involved 42 teachers and 15 key informants selected from teachers holding various positions of academic responsibilities in their schools in Nyahururu District. A mixed descriptive survey research design was applied. Data was collected through questionnaires and interviews with key informants. Quantitative data analysis was applied to survey data collected via questionnaires. The frequency distribution was described while data from interviews were qualitatively analyzed. The findings of the study revealed that the experience of teachers, training on test construction and analysis, level of education, use of Bloom's taxonomy, moderation of tests and length of tests have an effect on validity and reliability of the tests. Also these factors have a varying influence on the validity and reliability of teacher-made tests. Experienced teachers who had prior training in testing and therefore applied a number of these factors in their test construction tended to design tests with higher validity and reliability than their counterparts without such training. It was concluded that teacher-made tests are generally valid and reliable. The study recommended that teacher training on test construction and analysis needs to be enhanced in order to raise tests validity and reliability.
Factors Affecting Female Students&apos; Academic Performance at Higher Education: The Case of Bahir Dar University, Ethiopia
Author: Tiruneh, Wudie Atnaf
Date: 2014-12-00
Type: Journal Articles
Subjects: Females,Educational Attainment,Academic Achievement,Socioeconomic Influences,Foreign Countries,Case Studies,Parent Background,Higher Education,Womens Education,Graduation Rate,Universities,Teacher Attitudes,College Faculty,College Students,Role Models,Parent Attitudes,Administrator Attitudes,Majors (Students),Tutoring,Stimulants,Tourism,Retailing,Social Life,Government School Relationship,Women Faculty

In Ethiopia, female students' participation at all levels of education is increasing at an alarming rate. On the other hand, the numbers of female students who graduate from higher learning institutions are still less as compared with their male counter parts due to different factors. This study was conducted with the objective of assessing major factors affecting the academic performance of female students' in Bahir Dar University. This case study adopted both qualitative and quantitative research approaches and the data were collected from students, teachers, management bodies, student's dean and council, and gender office. The result of this study indicated that university related factors such as university academic and administrative rules and regulations, peer pressure, lack of female role model teachers, department choice of students and providing different supportive trainings and tutorial classes by the university impacts female students' academic performance. In addition, socio-cultural factors such as female students' background area, educational status of parents, the perception towards their academic performance influencing factor and how these affect the academic achievement of female students. Furthermore, socio-economic factors such as economic status of parents, the expansion of khat (&quot;Catha edulis,&quot; a green stimulant plant leaf) shops, tourist centers and night clubs around the university affect female students' academic performance. Therefore, the government, ministry of education and the university should give due attention to promote female students academic achievement. The university should start working with regional government, city administration and community to promote female students academic achievement.
Context Based Learning and Results Application via Project Based Learning in Real Situation of Physics Classroom at High School in Vietnam
Author: Hai, Tuong Duy
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Relevance (Education),Experiential Learning,Student Projects,High School Students,Context Effect,Mass Media Effects,Science Instruction,Science Projects,Secondary School Science,Scientific Concepts,Concept Formation

A new trend in the field of teaching nowadays is context-based learning which is embedded with real life of learners; our education system is not an exception. This method will stimulate learners' inspiration towards school subjects, especially natural sciences domains because today's students tend to less interested into these fields. In this tendency, learning via project plays a crucial role when an in-class learning activity is connected with real diversification of life to help learners to find themselves the meaningfulness of their study. Lessons taught should not in its preset and bound sequence of curriculum instead they are linked with real-life situations in which learners will be able to discover their capabilities and express their own life experiences rather than just staying in class and working out scholastic exercises. This article presents some results obtained by applying the context based learning via project learning in high schools in Vietnam.
Community Participation in Water Delivery Services and Sustainability in the Savelugu/Nanton Municipality, Ghana
Author: Mahama, Vida Adika
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Water,Sustainability,Delivery Systems,Community Involvement,Cooperative Planning,Sanitation,Program Development

The problem of good sources of water has persisted in the Northern part of Ghana for a long time. In most communities, depending on the population, a number of people comprising males and females are chosen by some influential members of the community to form the water and sanitation committee (WATSAN) to participate in all activities pertaining to water sources and sanitation. This study tended to focus on the Savelugu/Nanton Municipality where access to potable water ranks first on their list. The study population involved all residents who were members of water and sanitation committees in the five communities, namely Moglaa, Tarikpa, Savelugu, Nanton and Tampion in Savelugu/Nanton Municipality where The Network conducted the pilot research on water delivery service. The study population also included the partner organisations which are the District Water and Sanitation team, other service providers and Wuni Zaligu Development Association (WUZDA). The study found out that should programme planners involve community members from the planning to utilisation level; this would lead to the empowerment of the community members so as to enable them to take total control, ownership, maintenance and sustainability of the water facilities and eliminate barriers to real and effective participation in water delivery services in Savelugu-Nanton Municipality. The use of the community scorecard showed promise of engendering community participation in water delivery services in the Savelugu-Nanton Municipality hence the need to introduce it to other communities in the districts and other parts of the country.
Treatment Duration of Topics in the Senior High School Elective Mathematics Syllabus
Author: Amanyi, Churcher Kwesi
Date: 2013-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Mathematics,Elective Courses,Course Descriptions,High School Students,Teaching Methods,Time,Teaching Experience,High School Teachers,Foreign Countries

The research was aimed at investigating whether the intended time of 280 min per week for 92 weeks was adequate for the treatment of Senior High School (SHS) Elective Mathematics. A stratified random sampling method was used to select three sex female, two single sex male and three mixed SHSs in eight sub-metros in the Kumasi Metro of the Ashanti region of Ghana. The study involved 840 students and 36 Elective Mathematics teachers. A questionnaire on estimation of time and three achievement tests in Mathematics were used to collect the data. The data were analysed by mean of simple proportion, t-statistic and OneWay Analysis of Variance (ANOVA). Fisher's procedure was used to make pair-wise comparison among a set of three treatment means. The findings revealed that there is the need to increase treatment duration for elective mathematics as the intended time of 280 min per week for 92 weeks is inadequate. It was also found that teacher experience exhibits differences in treatment duration. Based on the findings, it was recommended that the intended time per week for SHS Elective Mathematics programme should be increased.
Increasing Female Participation in Advanced Level Mathematics: A Perspective from Students and Teachers in Zimbabwe
Author: Mandina, S.
Date: 2013-11-00
Type: Journal Articles
Subjects: Females,Mathematics Instruction,Advanced Courses,Student Attitudes,Teacher Attitudes,Barriers,Difficulty Level,Self Esteem,Anxiety,Negative Attitudes,Sex Stereotypes,Cultural Influences,Careers,Classroom Environment,Social Bias,Foreign Countries,Secondary School Students

The non-participation of girls in advanced mathematics has become a concern over a number of years. This study sought to find ways of increasing female participation in Mathematics at advanced level based on an understanding of the constraining factors to female participation in mathematics. The descriptive survey research design was adopted in this study in which questionnaires, interviews and observations were used as data collection instruments. Questionnaires were completed by ninety nine female students (sixty 'O' levels and thirty nine 'A' levels) and nine mathematics teachers. Interviews were conducted with three mathematics teachers, 10 'A' level female students who were not taking mathematics and twenty 'O' level female students. Classroom observations were also conducted in six Mathematics lessons. Each lesson lasted for forty minutes. The results of the study have revealed the following factors as limiting female participation in mathematics: perceived difficulty of the subject, lack of self confidence, anxiety, negative teacher attitudes, negative stereotypes about girl's math abilities, cultural belief that mathematics is a male domain and lack of knowledge about mathematics careers entail. The research findings also revealed that to promote female participation in advanced level mathematics, parents and teachers should: enhance girls' confidence about their math abilities; create a conducive classroom climate that enhances interest and curiosity in mathematics; expose girls to female role models who have succeeded in mathematics and provide information advice and guidance on mathematics careers. The study recommends that gender and cultural biases attached to mathematics should be de-emphasized at home and school and that mathematics teachers should adopt some of the more recent reform-based instructional strategies that actively engage students while the Government should give incentives to girls who study mathematics at higher levels in order to encourage young females to pursue mathematical careers.
Quality Assurance Measures in Distance Learning at University of Ghana
Author: Badu-Nyarko, Samuel Kofi
Date: 2013-09-00
Type: Journal Articles
Subjects: Quality Assurance,Distance Education,Foreign Countries,Student Evaluation,Universities,Electronic Learning,Undergraduate Students,Online Courses

The quest for lifelong learning and determination to acquire academic qualifications worldwide has opened up universities and polytechnics to cater for the growing number of applicants every year. In this wise, emphasis is placed on widening access to prospective learners of all categories. But should we do this at the expense of quality if we are to promote the best caliber of manpower for the next generation and after? The answer is in the negative. Effective distance education rests on several factors and stakeholders such as committed academic and administrative staff, well-resourced learning environments, well written self-contained study materials, efficient monitoring system and an effective delivery system. In the determination of University of Ghana to succeed in distance education and to get enough resources to manage established institutions, do we keep a blind eye on all this important area of providing quality education? This article looks at the quality assurance measures adopted by the University of Ghana in its distance education programme at the undergraduate level. It covers such areas as admissions, orientation, tutorial systems, course development, management, monitoring and examinations. In all these cases some level of quality assurance is maintained to increase the confidence and integrity of the programme.
Nigerian Women, Politics and the National Identity Question
Author: Olufade, Adenike Olufunke
Date: 2013-10-00
Type: Journal Articles
Subjects: Females,Political Attitudes,Women Administrators,Foreign Countries,Civil Rights,Citizen Participation,Gender Bias,Disadvantaged,Power Structure,Gender Differences,Laws,Governance,Peace,Conflict,Political Power,Networks,Poverty,Islam,Religious Factors,Barriers,Sex Role,Sex Stereotypes,Elections,Political Candidates

Women involvements in political activities in recent times have been on the decline. Often times, women's right is denied against the provisions of the constitution and other international instruments of human rights and this does not allow them to participate in government adequately. It takes conscious political actions to address the issue of women's political marginalization and disallowing women from political participation enhances women invisibility in government and strengthens men's arrogance in power. This paper focuses on the issues attributed to women's attitude to politics and the challenges of women in leadership positions. Going by the recent number of appointments of female ministers and senators in Nigeria, the paper reveals the potentials of women leaders in government and the emancipation of favourable laws in the interest of women. The paper then concludes by analysing the problems and prospects of women involvement in political activities towards promoting good governance in Nigeria.
Relationship between Teaching Experience and Teacher Effectiveness: Implications for Policy Decisions
Author: Irvine, Jeff
Date: 2019-05-00
Type: Journal Articles
Subjects: Teaching Experience,Teacher Effectiveness,Educational Policy,Value Added Models,Academic Achievement,Achievement Gains,Foreign Countries,Teacher Selection,Educational Legislation,Teacher Characteristics,Benchmarking,Effect Size

This study examined claims that teachers' years of teaching experience correlate to teachers' effectiveness. The assumed experience-effectiveness relationship was used to support the Government of Ontario, Canada's policy decisions concerning teacher hiring practices. This study critically examined sources cited in the policy report and reviewed other research on teacher effectiveness. Findings indicate that the relationship between total years of experience and teacher effectiveness, as measured by student achievement gains, is complex, nuanced, and nonlinear. The conclusion is that decisions based on assumptions that the relationship between experience and effectiveness is direct and linear are simplistic and lead to less than optimal policy.