ethanporcaro/eric-fulltext-meta huggingface dataset:
Kenya&apos;s 2017 Basic Education Curriculum Framework: A Comprehensive Review
Author: Heto, Prince Paa-Kwesi
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum,Competency Based Education,National Curriculum,Educational History,Curriculum Development,Educational Philosophy,Barriers,Special Education,Teaching Methods,Educational Practices,Religion,Elementary Secondary Education

Kenya's 2017 competency-based curriculum, the Basic Education Curriculum Framework (BECF), seeks to address the skills gap in the education system and make the curriculum relevant to learners. Using Soka education as the philosophical framework, we provide a comprehensive review of BECF. The analysis in this essay covers the noteworthy provisions, double-edge policies, inconsistencies, issues of concern, and potential hurdles to implementation. It argues that the curriculum is not likely to produce the intended outcome due to inherent contradictions in the framework and the lack of an effective implementation plan. While BECF provides a broad and ambitious roadmap for the transformation of the Kenyan education system, actualizing the bold vision of BECF will require an extensive overhaul of the education system, a herculean task.
Creative and Critical Thinking, and Ways to Achieve It
Author: de Gastyne, Michèle
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Thinking,Critical Thinking,Interdisciplinary Approach,Equal Education,Teaching Methods,Questioning Techniques,Intercultural Communication,Intellectual Development,Civics,Citizenship Education,Barriers,Aesthetics,Civil Rights,Humanism

This paper discusses creative and critical thinking across wide cultural and historical frameworks. It begins with an exploration of Socratic Dialectics in multiple contexts, highlighting the need for innovative views and investigative practices using Art and Culture. A major objective of this project is to use the Arts for finding the universal sources of culture through exploring diversity, with a particular focus on the role of Africa as the cradle of humanity and dynamic initiatives on the continent. Through collaborative advocacy and the interdisciplinary approach of Leonardo daVinci (1452-1519), relevant generalities for human rights education and humanitarian efforts, this paper contextualizes intercultural dialogue for universal equity in young people's development. The paper also explores how education influences the political development of learners. The paper then shows how humanistic and intercultural approaches to education are fostering creative and critical thinkers worldwide.
Educating Humans
Author: Mino, Takako
Date: 2020-00-00
Type: Journal Articles
Subjects: African Culture,Indigenous Knowledge,Educational Change,Educational History,Educational Principles,Educational Philosophy,Teaching Methods,Educational Improvement,Foreign Countries,Human Dignity,Foreign Policy,Postcolonialism,Access to Education,Economic Development,Values Education,Life Satisfaction,Teacher Student Relationship

African traditional education and soka approaches to education share a common vision of human education, which is key to transforming the education crisis facing Africa. We make this case in four steps. First, we explore the history of education in Africa to illustrate the roots of the crisis. Second, we introduce soka approaches to education, its history, and fundamental principles. Third, we analyze the convergence of African traditional education and soka approaches to education in terms of their underlying philosophies. Fourth, we investigate possible applications of both philosophies to improve schooling in Africa. The last section outlines how harnessing the insights of both philosophies will engender an African renaissance based on young people striving to live creative and contributive lives.
Service Quality in Higher Education: Expectations and Perceptions of Students
Author: Asim, Ahmed
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Quality,Higher Education,Expectation,School Holding Power,Graduate Students,Foreign Countries,Student Characteristics,Student Satisfaction,Gender Differences,Student College Relationship,Predictor Variables

Quality of services, as judged by students, has become paramount to attract and retain students in the competitive atmosphere of higher education provision in the Maldives. With increasing awareness, students demand wider choices. Postgraduate students were targeted to ascertain their expectations and perceptions about the quality of services at selected higher learning institution (HEI) in the Maldives. Quantitative data was collected using the SERVQUAL instrument. A cross-sectional survey design was employed, and 72 samples were obtained. The data were analyzed using the statistical package SPSS version 23. After application of Pearson correlation tests and multiple regression analysis, the findings revealed that there was a positive but a weak relationship between expectations and perceptions on all the five different dimensions of the SERVQUAL instrument. Interaction effects related to expectations and perceptions between four different groups were tested using MANOVAs. The results were detected only between groups of males and females and in all the other three pairs of groups, null hypotheses were accepted. Implications and suggestions for future research discussed.
Difficulties in Pronouncing English Morphemes among Saudi EFL Students at Albaha University. A Case Study in Almandag
Author: Abker, Ibrahim Abdalla Ahmed
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Pronunciation,Morphemes,English (Second Language),Second Language Instruction,Verbs,Nouns,Grammar,Drills (Practice)

This study attempts to investigate difficulties in pronouncing English morphemes among Saudi EFL students at Albaha University, in Saudi Arabia. The researcher tries to answer different questions in this study. Do students pronounce English morphemes correctly? Do they pronounce correct morpheme adds to verb present? Do students pronounce the right morpheme adds to verb past? The significance of this study the researcher tries to let students correct their mistakes on the pronunciation of English morphemes. Also, to let students practise more pronunciation about English morphemes nouns and verbs. The main aim of this study is to fill the gap of pronunciation problems in pronouncing English morphemes. The participants were twenty-five students reach level five. The researcher used Descriptive Statistical Method and the data were collected by one mean of data collection oral recorded tests. The data were analysed by (SPSS) program. The study arrived at the following results: Saudi students faced problems in showing the correct pronunciation of English morphemes for both nouns and verbs. Students face difficulties to distinguish between which morpheme is correct.They ignored the rules of using English morphemes in general and there is a lack of practising them.The recommendations of this study are (1) Students need to revise the rules of English morphemes of nouns and verbs. (2) They need more concentration about using morphemes of both nouns and verbs. (3) Students need more practice about the pronunciation of English morphemes of plural nouns and verbs (present and past tense) in conversations and classrooms.
The Use of Information Retrieval Tools by the Postgraduate Students of Higher Educational Institutes of Pakistan
Author: Rahoo, Liaquat Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Retrieval,Graduate Students,Higher Education,Foreign Countries,Academic Libraries,Library Instruction,Information Literacy,Search Engines,Internet,Users (Information),Engineering Education

The research examined the use of Information Retrieval Tools (IRTs) by the post graduate students of Mehran University of Engineering and Technology. The research used descriptive survey and was carried out over a period of six months between August 2016 and January, 2017. The sample size comprise of 2,000 postgraduate students which were randomly selected from different faculties/institutes and were served with copies of the questionnaire. A total of 1,970 copies of useable questionnaire were retrieved which represent 98.5% response rate. The responses were collated and analyzed using frequency counts and percentages. The outcome shows that respondents make use of IRTs for a variety of purposes and that university library's user education and information literacy program forms the key source of their knowledge of IRTs' usage. Through it, it can be safely concluded that the university library plays major role in assisting the students to make use of IRTs. Secondary findings show that the main IRTs made use of by the respondents is the Internet Search Engines. Furthermore findings of the study also revealed that the use of the tools has impacted positively on their social and academic life and has also enhanced their global knowledge of different issues. The major constraint to student's use of the tools is that of Internet fluctuations. The paper concludes with recommendations on the need to give training on the use of IRTs to students.
Conflicting and Challenging Patriarchal and Liberal Feminist Ideologies and Norms in Afghanistan: Critical Stylistic Study of Khaled Hosseini&apos;s &quot;And the Mountains Echoed&quot;
Author: Ahmad, Aziz
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Feminism,Ideology,Behavior Standards,Social Behavior,Novels,Conflict,Social Structure,Females,Language Usage

The study unveils the Afghan patriarchal ideology and norms that are in conflict and challenge with liberal feminist ideology in Khaled Hosseini's (2013) &quot;And the Mountains Echoed,&quot; depicting the cultural and socio-political context of Afghanistan. Tools of critical stylistics, developed by Jefferies (2010), have been used to delve into the conflict as mentioned above. The conflict in ideologies leads to gender differences, and inequalities. Patriarchs view liberal feminism and its motive as a threat to patriarchal social structure. The study reveals how women challenge the monopoly and status-quo of patriarchs to raise their voice for their emancipation and free will in matters of their life. Women in Afghanistan are the &quot;nang&quot; (pride) and &quot;namoos&quot; (honor) of their families. Men, especially patriarchs, misperceive the status and image of women as damaging their reputation if they are granted full freedom in matters and walks of life. Nila Wahdati, a liberal feminist character in the novel, challenges the stereotypical image of women as fragile, fickle, and prone to sex. She even resists and negates the imposed traditional, conservative ideology and supremacy of her father. Through the use of language, women challenge the Afghan patriarchal thinking. The novelist has manipulated verb processes to represent the patriarchal ideology of the Afghan men, while the discourse-producers utilize nouns and modifications to indicate patriarchs' contrary thinking towards women. Linguistic tools, like nouns, pronouns, pre-modifiers, negative evaluative words, epistemic modality, and subordinate clauses, describe the conflict and challenge between patriarchal and liberal feminist ideologies.
The Relationship between Classified Difficulty and Implausible Distractors in Multiple-Choice Questions
Author: Smith, J. Alexander
Date: 2017-04-00
Type: Journal Articles
Subjects: Correlation,Multiple Choice Tests,Difficulty Level,Classification,Incidence,Consumer Science,Retailing,Test Items,Undergraduate Students,Business Administration Education

Published banks of multiple-choice questions are ubiquitous, the questions in those banks often being classified into levels of difficulty. The specific level of difficulty into which a question is classified might or should be a function of the question's substance. Possibly, though, insubstantive aspects of the question, such as the incidence of incorrect answers that are readily dismissed, also affect the difficulty level into which a question is classified. The present research investigates the relationship between classified question difficulty and the incidence of implausible incorrect answer options.
Attitude and Perception of Academic and Administrative Staff towards Progression in Higher Institutions of Learning in Ghana
Author: Gladys, Diedong
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,School Personnel,Teacher Attitudes,Educational Change,Foreign Countries,Motivation,Employee Attitudes,Promotion (Occupational),Work Environment

The continuous development of staffs of higher institutions of learning is crucial in the attainment of institutional and national goals on quality education. This study analysed the attitude and perception of staff of the University for Development Studies (UDS) aimed at uncovering how issues of motivation impact on their performance. Data were collected from 44 lecturers and administrators across the three main faculties of the Wa campus of the institution using a semi-structured questionnaire. A participatory rating method using a 5-point Likert-scale was used. Findings revealed that staff of the institution are well motivated to perform their jobs. The majority of staff are unhappy with the issue of promotions in the system, which many perceived to be unfair, not transparent, and characterised by delays. The results show that increasing access to updated training, improving the physical work environment for staff and strengthening work supervision are areas that need improvement for staff progression. The study recommends that management of the institution as well as policymakers in the educational sector should take a keen interest in staff welfare issues by investing more in capacity building and basic infrastructure.
The Improvement in Poetry Writing Skills by Using Prezi in the Primary School
Author: Susanti, Atika
Date: 2019-04-00
Type: Journal Articles
Subjects: Writing Skills,Writing Improvement,Poetry,Educational Media,Instructional Effectiveness,Elementary School Students,Grade 5,Foreign Countries,Visual Aids,Writing Tests,Student Centered Learning,Vocabulary Development,Imagination,Computer Software

Writing is one of the subjects taught at school. Through poetry writing, students' imaginative writing skills can be improved. The purpose of this research is to describe the improvement in poetry writing skills and students' activity using Prezi. This research employed a classroom action research method conducted in three cycles. Each cycle consisted of four stages, namely: planning, implementation, observation, and reflection. The subjects of this research were fifth-grade students of a primary school in Inderalaya consisting of 13 male students and 16 female students. The instrument of the data collection was a poetry writing test. The results of the three cycles in this research were 44.44%, 78.57%, and 89.28% respectively. It showed an increase in poetry writing skills of fifth-grade primary school students after the use of Prezi media in learning. Hence, it can be concluded that Prezi was an appropriate media to teach poetry writing. It is recommended that Prezi could be used as an alternative media to teach writing in the primary school.
Providing Entrepreneurship Education to Business and Non-Business Students: A Holistic View on Different Approaches
Author: Dreisiebner, Gernot
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Business Administration Education,Majors (Students),Nonmajors,College Students,Competence,Curriculum Implementation,Simulation,Skill Development

Entrepreneurship education has developed to a field of great significance, since a thoroughly carried out entrepreneurship education might serve as catalyst to enable economic growth and sustainable development. This paper follows a broad understanding of entrepreneurship education and concentrates on entrepreneurship education at universities. Several strategies to foster entrepreneurship and entrepreneurial spirit are introduced and didactical possibilities are presented by practical examples, such as business simulations and the project TIMEGATE. Finally, consequences and limitations of teaching entrepreneurship with a special focus on interest profiles of business teachers are discussed critically. As a practical implication, it becomes apparent that measures of entrepreneurship education require accurate reconcilement of didactical aims, teaching methods and assessment. Additional measures such as the introduction of role models can provide another contribution to foster entrepreneurship education within the classroom.
Subsidizing Basic Writers: Resources and Demands in Literacy Sponsorship
Author: Dean, Ann C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Basic Writing,Student Needs,Freshman Composition,College Freshmen,Literacy,Acceleration (Education),Resources,Student Experience,Influences,Success

After eliminating a developmental writing course and creating an accelerated &quot;Studio&quot; composition course for basic writers, I investigated these students' needs (uninterrupted time, quiet spaces, social support, and academic help) and the resources that met those needs. Qualitative analysis of interviews with forty-nine students demonstrated that successful students were able to draw upon more resources, including time, space, and social support, than unsuccessful students, who ran short. I theorize, using terms developed by Deborah Brandt, that the literacy of the less successful students was not fully subsidized. These results support basic writing course models that integrate academic, affective, and social support into classroom work.
Frustration and Hope: Examining Students&apos; Emotional Responses to Reading
Author: McBride, Maureen
Date: 2019-00-00
Type: Journal Articles
Subjects: Emotional Response,College Students,Psychological Patterns,Reading Attitudes,Reading Difficulties,Reading Research,Remedial Reading,Reading Achievement

Resurgence in college-level reading research has led to studies on rhetorical reading and reading transfer, but often absent from these discussions are student emotions about reading and themselves as readers. Our qualitative study explores these emotions by examining how basic writing students perceive ideal readers and reading difficulties. Our findings suggest students' emotional responses play an important role in how they interact with texts and how they view themselves as readers and learners. Specifically, our research suggests students experience a sense of disassociation with a readerly identity, but they still maintain a sense of hope for developing reading strategies and identifying as readers in the future. We argue for more scholarly examinations of the role of emotions in reading and basic writing research.
Preparing Students for Digital Era Careers
Author: Stange, Melissa
Date: 2020-08-00
Type: Journal Articles
Subjects: Technological Literacy,21st Century Skills,Computer Science Education,Adjustment (to Environment),Community Colleges,Two Year College Students,Thinking Skills,Cooperation,Intelligence,Problem Solving

This paper will discuss why technical skills alone will not be enough for students to have successful careers in the digital age. Much of their success will hinge on critical soft skills, such as adaptability, inner strength, holistic thinking, and a collaborative spirit. Examples will be provided for inclusion with a computer science program, but in a way that is easily adaptable to other disciplines.
An Extended Short Scale for Measuring Intrinsic Motivation When Engaged in Inquiry-Based Learning
Author: Heindl, Manuela
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Student Motivation,Learner Engagement,Active Learning,Inquiry,Foreign Countries,Elementary School Students,Test Reliability,Test Validity,Factor Analysis

The aim of this paper was to extend the German multidimensional measurement (KIM) to assess participants' subjective experience related to a target activity. This device consists of: one dimension with three items to test experience-based hypothesising and four dimensions to test intrinsic motivation. The data was gathered in Austria in 2017/18 in various primary schools (age=10 years, n= 677) after an inquiry-based learning lesson. The EFA revealed 15 items were loading on five factors. The reliability (Cronbach's [alpha] = 0.813 and Guttmann split-half coefficient = 0.834) and the validity (X[superscript 2](80) = 123.997; RMSEA = 0.0029 (90% CI = 0.018-0.0038); CFI = 0.986; TLI = 0.982; SRMR = 0.029) proved significantly a good model fit. The six dimensional questionnaire EKIM can be used to test intrinsic motivation and when engaged in inquiry-based learning in primary schools.
Understanding Graduation Rates at Higher Education Institutions: A Forecasting Model
Author: Al-Haddad, Serina
Date: 2018-04-00
Type: Journal Articles
Subjects: Prediction,Graduation Rate,Educational Quality,Higher Education,Teacher Student Ratio,Economic Factors,State Universities,Private Colleges,Correlation,Multiple Regression Analysis,Educational Trends,Trend Analysis,Periodicals,Web Sites,Models

Graduation rates and degree completion have always been a concern for students, students' families and universities. Moreover, many consider college degree completion rates to be among one of the most important indicators of institutional quality according to a report from the Higher Education Research Institute published in the United States of America. This research studied factors that can explain graduation rates which include student-faculty ratio, financial factors, and enrollment status. Data was collected and analyzed for state and private universities, and a Multiple Regression Model (MLR) was built to forecast graduation rates. The model was able to highlight variables that significantly relate to graduation rates. Researchers can use this article to understand the different factors that correlate with degree completion and to forecast graduations rates at Higher Education Institutions. The international researcher can explore replicating the forecasting model at universities outside the United States of America.
&quot;Let the People Rap&quot;: Cultural Rhetorics Pedagogy and Practices under CUNY&apos;s Open Admissions, 1968-1978
Author: Brown, Tessa
Date: 2019-00-00
Type: Journal Articles
Subjects: Music,College Admission,Educational History,Open Universities,Puerto Ricans,African Americans,Minority Group Students,Remedial Instruction,Writing Instruction,Teacher Attitudes,Reflection,Language Usage,Adjunct Faculty,Racial Bias,Educational Administration,Self Concept,Racial Identification,Tuition,Educational Policy,Educational Change

This article writes the histories of CUNY Open Admissions and hiphop toward each other, illuminating both. Bringing Open Admissions to bear on hiphop history helps us see that, while historians locate the birth of hiphop culture in a 1970s New York gutted by divestment and displacement, in fact the decade before hiphop's birth was characterized by a flourishing Black and Puerto Rican arts scene in New York and the radical education of tens of thousands of students of color in the CUNY system. Revisiting the archives of Open Admissions with a hiphop lens draws attention to the cultural rhetorics education being taught in remedial writing classrooms by adjunct lecturers like June Jordan, Adrienne Rich, and others, who drew students' attention and inquiry to their own communities and language practices. Looking at a selection of documents chosen for their use of the term &quot;rappin,&quot; including teachers' reflective writing, administrative documents, and community writing, this article argues that, as bureaucratic language evolved to disguise racism in the 1960s and 1970s, a resistive, identity-based language of rappin evolved in response. Ultimately, hiphop language only entered the commodity market at the end of the 1970s when CUNY instituted tuition for the first time in its history, pushing out many of the students Open Admissions had been designed to welcome in.