ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing an Item Bank for Homogeneous Second Order Differential Equations by Calibrated Items
Author: Aminifar, Elahe
Date: 2014-06-00
Type: Journal Articles
Subjects: Test Items,Calculus,Mathematics Tests,Mathematics Instruction,Test Construction,Taxonomy,Test Validity,Test Reliability,College Faculty,Monte Carlo Methods,Difficulty Level,Item Response Theory,Mathematics Teachers,Teacher Attitudes

Item bank is one of the main components of adaptive tests. In this research, a test was made in order to design and calibrate items for Homogeneous Second Order Differential Equations. The items were designed according to the goal-content's table of the subject and the Bloom's taxonomy learning domain. Validity and reliability of these items was confirmed by academic staff who have taught the course for years. For calibrating items, 13 levels of ability were considered. By using Monte Carlo simulation, 32500 simulated examinees (2500 simulated examinees for each ability level) participated in the exam. Calibrating items were done by difficulty and discrimination parameters using item response theory and priory method. The results showed that chi-square indices of parameters is less than the standard chi-square indices, and therefore the estimated parameters are acceptable. These items can be used in adaptive tests in order to estimate examinee's ability level in this subject.
An Evaluation Study of School-Based Work of Initial Teacher Training for Early Childhood Education in Jordanian Universities
Author: Momany, Mohammad
Date: 2014-06-00
Type: Journal Articles
Subjects: Mentors,Student Teachers,Foreign Countries,Partnerships in Education,College School Cooperation,Student Teacher Attitudes,Proximity,Preschool Teachers,Preservice Teacher Education,Early Childhood Education,Lesson Plans,Observation,Teacher Student Relationship

This study was designed to investigate the participants' perceptions towards the school-based work of ITT and the partnership between training units at the universities and the partner schools.Questionnaires and interviews were implemented in this study. The views related to the schoolbased work of ITT were obtained from 195 participants in ITT (146 student teachers, 24 mentors, and 11 tutors). The findings related to the school-based work of ITT showed that the observation stage was felt to be inadequate both in its length and organisation. Both student teachers and tutors expressed some reservations about the mentors' role in implementing the observation stages. The findings showed that the tutors and mentors mostly ignored the observation lessons, nor was there any organisation or plan for the observation lessons. Furthermore there is no real analysis or discussion of the observation lessons between student teachers and their mentors and tutors. The partnership between the partner schools and the universities was seen by most respondents in the study to be inadequate. Relationships and communications between the universities and partner schools are poor and there is a lack of support for partner schools from the Universities. There are no selection criteria for the partner schools other than their proximity to the universities and there is no student choice of schools. Facilities for students in school are limited and some headteachers regarded the student teachers as creating problems for the administration and facilities because of the large numbers placed with them. Many of the student teachers felt that the partner schools were not the most appropriate places for their training.
Impact of Continuous ICT Training in Secondary School Teachers in Portugal
Author: Costa, Ruí-Felipe Bernardo
Date: 2014-06-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Educational Technology,Teacher Education,Secondary School Teachers,Technology Education,Technology Uses in Education

This paper focuses on the relevance of Continuous Teacher Training in the development of the required skills for effectively and efficiently employing Information and Communication Technologies in the secondary school classroom, as a set of not only useful, but necessary resources in today's teaching context. Research was conducted on secondary school teachers in the Municipality of Coimbra (Portugal), with a view to survey the teacher's perception on a number of related issues.
Hypothesis &quot;versus&quot; Hyperthesis
Author: Baig, Abdul Mannan
Date: 2014-06-00
Type: Journal Articles
Subjects: Hypothesis Testing,Scientific Methodology,Theories,Definitions,Observation,Scientific Concepts

A hypothesis is a proposed explanation for a phenomenon. For a hypothesis to be a scientific hypothesis, it needs to tested using scientific method(s). Scientists generally base scientific hypotheses on previous observations that cannot be explained otherwise. A scientific hypothesis is a proposed explanation of a phenomenon, until it is rigorously tested. In contrast, a scientific theory has undergone extensive testing and accepted to be the accurate explanation behind an observation. Here, the use of term 'hyperthesis' is introduced that highlights missing link between a scientific hypothesis and a scientific theory. It is believed that this term will be valuable in describing research that does not fit the scientific norm.
Academic Perseverance, Class Attendance and Students&apos; Academic Engagement: A Correlational Study
Author: Oluremi, Okubanjo Anthony
Date: 2014-06-00
Type: Journal Articles
Subjects: Academic Persistence,Attendance,Learner Engagement,Correlation,Secondary School Students,Foreign Countries,Academic Achievement

The study investigated academic perseverance and class attendance as correlates of students' academic engagement among secondary school students in ogun state. The study adopted survey design of expost-facto type. Three instruments were used with one adopted and two designed by the researcher. 200 students participated in the study. Three hypotheses were formulated and tested at 0.05 level of significance using pearson product correlation matrix statistical method. The study revealed among others that (i) there is significant relationship between academic perseverance and academic engagement. (ii) there is relationship between class attendance and academic engagement.
Empowerment, Job Insecurity and Quality of Job Performance of Faculty Members: An Empirical Analysis
Author: Yahchouchi, Georges
Date: 2014-06-00
Type: Journal Articles
Subjects: Teacher Empowerment,College Faculty,Job Performance,Job Security,Human Resources,Student Experience,College Students,Private Colleges,Deans,Foreign Countries,Part Time Faculty,Teacher Evaluation,Teacher Responsibility,Quality Assurance

People are the most valuable assets of educational institutions. Exploring best practices for managing human resources in universities has become a challenge for university quality enhancement and competitiveness in order to attract and retain students. Enhancing students' experience became a priority by providing them the best education and learning experience and by redirecting ways of managing their Human Resources toward more empowerment and efficiency. The objective of this paper is to shed the light on the impact of Human resources practices on student's experience and to assess the results of common managerial practices in the Lebanese Private Higher education Sector. This article examines the relationship between quality of job performances in a university and academic human resources management (HRM) practices mainly: Faculty empowerment and job insecurity. The study has been conducted using secondary data from the database of one of the largest private universities in Lebanon from a sample of 136 faculty members. Data gathered are related to academic and administrative responsibilities, assessment and feedback results from students and senior peers (deans). While the cross section results of the t-test show that empowerment of Faculty members and job security can play a positive in promoting quality in job performance and teaching and learning.
Quantitative Theory of Effectiveness of Highest Education: Role of Interpersonal Communications
Author: Suleimenov, Ibragim
Date: 2014-06-00
Type: Journal Articles
Subjects: Higher Education,Interpersonal Communication,Educational Quality,Social Change,Social Systems,Direct Instruction,Foreign Countries,Universities,Program Effectiveness,Models,Educational Improvement

The influence of interpersonal communications inside and outside a University on effectiveness of education is investigated. It is shown, that low effectiveness of direct (traditional) education may be compensated by increasing of communicational activeness of students and stimulation of interpersonal communications. Hysteresis dependence of quality of education on communication activeness of students takes place at low effectiveness of direct education. The fact allows explaining of modern situation in post-soviet countries, particularly, in Kazakhstan, when sufficient efforts of the government gives no evident results in respect to increasing of education quality.
Patterns of Violence against Women as Perceived by Working -- Class Females in a Nigerian City
Author: Adebayo, Awoniyi Samuel
Date: 2014-06-00
Type: Journal Articles
Subjects: Females,Foreign Countries,Working Class,Municipalities,Attitudes,Age Differences,Marital Status,Religious Factors,Government Employees,Victims of Crime,Sexual Harassment,Civil Rights,Rape,Violence

The study was conducted to find out the patterns of violence against women as perceived by working -- class females in a Nigerian City. A total of one hundred and fifty respondents were selected from the target population using the multi-stage sampling procedure. A fifteen-item questionnaire tagged &quot;patterns of violence against women questionnaire&quot; was designed and used to elicit the required responses from respondents. The questionnaire was both face and content validated and the reliability determined using the test retest method. The correlation coefficient between the two administrations was 0.76. Data collected were analyzed using the descriptive statistics (frequency counts and percentages) for the demographic characteristics of respondents, while t-test and analysis of Variance (ANOVA) statistical procedure were used to test the hypotheses. Results indicated that the most common form of violence against women is the physical violence while the least is economic violence. Based on the findings of this study, it was recommended that there be more enlightenment campaigns on violence against women and women be encouraged to talk about it. Culture has to change in order to eliminate all forms of retrogressive practices against women including violence against women.
Accommodating Students with Disabilities Studying English as a Foreign Language (Practice Brief)
Author: Young, Davey
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,English (Second Language),English Instruction,Academic Accommodations (Disabilities),College Students,Required Courses,Foreign Countries,Student Needs,Student Improvement,Attendance,Grade Point Average

Students with disabilities (SWD) can encounter a number of challenges in foreign language education, a field in which practitioners are too often untrained in special education. Additionally, there are few resources available for postsecondary foreign language program administrators who wish to systematize support for SWD enrolled in their courses. This practice brief describes an eight-stage framework created to accommodate SWD enrolled in mandatory English as a foreign language course at a university in Japan. This framework includes initial referral and class placement, the creation of multidisciplinary teams, specific interventions, and review. Ongoing collaboration and teacher training supplement this framework and its implementation. Grade and attendance rate analysis pre- and post-implementation suggests that this framework helps ensure SWD in the present context can meet course objectives. Implications and portability of this framework are also discussed.
Assessing and Overcoming the Functional Impact of ADHD in College Students: Evidence-Based Disability Determination and Accommodation Decision-Making
Author: Weis, Robert
Date: 2019-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,College Students,Symptoms (Individual Disorders),Identification,Severity (of Disability),Barriers,Disabilities,Psychological Evaluation,Reports,Academic Accommodations (Disabilities),Self Evaluation (Individuals),Student Attitudes,Student Records,Medical Evaluation,Evidence Based Practice,Rating Scales,Student Evaluation,Student Adjustment,Decision Making

Information about academic, social, and occupational functioning is essential to accommodation decision-making, planning, and monitoring. However, many clinicians who assess college students for ADHD focus chiefly on symptom number or severity rather than on the barriers experienced by students in their everyday life activities. The psychological reports and supporting documentation submitted by clinicians to a college disability office were examined for evidence of functional limitations. All students described in the reports were diagnosed with ADHD and were receiving accommodations for that condition. Only 32% of clinicians provided any description of current limitations and only 42% provided any evidence of previous limitations or history of accommodations. Evidence came largely from student self-reports rather than from the reports of others, medical documentation, or educational records. These findings indicate that the data clinicians provide may be less useful to disability professionals who must select, implement, and monitor the effects of accommodations in an evidence-based manner. Several practical recommendations are offered to clinicians and disability professionals, such as the use of adaptive functioning rating scales, which can facilitate the assessment of functional limitations and the provision of effective accommodations to students with ADHD.
Lessons Learned from Adolescent Aged Simulated Patients in Undergraduate Adolescent Medicine Curriculum: NDUM Experience
Author: Aye, Soe Soe
Date: 2014-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Medical Education,Simulated Environment,Foreign Countries,Patients,Adolescents,Teaching Methods,Program Effectiveness,Medical Students,Role Playing,Teacher Attitudes,College Faculty,Student Attitudes,Communication Skills,Psychological Patterns,Pediatrics

Introduction: Worldwide, several studies have shown adolescent simulated patients being used for teaching of communications skills with adolescents. In Malaysia, there is scarce research demonstrating the educational benefits of simulated patients in adolescent medicine teaching over traditional teaching methods. Objective: To evaluate the role and effectiveness of adolescent aged simulated patient as a teaching tool, in the adolescent medicine module at National Defence University of Malaysia. Methodology: This is a cross-sectional study. Forty-four third year medical students participated. A total of 6 simulated patients (16 to 19 years old) were recruited to portray roles of adolescents with various psychosocial issues for two times during each posting for four postings. Each of the students, as a pair had two encounters, (as interviewer and observer). All students (in the interviewer roles) rated the abilities of the adolescent simulated patient playing a specific role on a validated questionnaire. The adolescent simulated patients and faculty teachers also gave feedback on similar validated questionnaires. Result: Forty-four students gave the adolescent simulated patients general performance a mean mark 3.4 out of 4 point scale (p=0.050). All medical students reported that the simulated patients helped them in: (a) communicating with adolescents (p=0.006), and (b) understanding the different psychosocial issues that adolescents may encounter (p=0.048). Feedback by teachers and adolescent simulated patient about the adolescent simulated patient program was very positive. Conclusion: The lessons learned have shown that structured case scenario portrayal by the simulated patients had significantly complemented students' learning in communicating with adolescents.
School Based Factors Affecting Girls Academic Performance (KCSE) in Mixed Secondary Schools: A Case of Nakuru Municipality
Author: Akinyi, Owuor Dorothy
Date: 2015-09-00
Type: Journal Articles
Subjects: Females,Academic Achievement,Performance Factors,Foreign Countries,Coeducation,Males,High Schools,Adolescents,Single Sex Schools,Low Achievement,Educational Strategies,Principals,Admission (School),Dating (Social),Time Management,Discipline,Secondary School Teachers,Secondary School Students,Student Welfare

This study intended to investigate School based factors affecting girls' performance in mixed secondary schools. The objectives of the study were to determine school-based factors, which affect girls' academic performance (KCSE) in mixed secondary, to suggest the possible strategies to counter the school based factors which affect girls' academic performance. The study sampled mixed Secondary Schools which are twelve in number using simple random technique to select six schools. From the sampled schools, an equal numbers of students were selected from form four classes in each school totaling 160. Sixty (60) teachers were included in the study and six (6) head teachers .Data was collected using questionnaires for students and teachers. Interviews were for head teachers. The research employed a mixed method design technique. Data was analyzed using descriptive statistics i.e. frequencies, percentages, mean and Standard deviation. Scientific Package for Social Sciences (SPSS) was also used. The findings of the study were to provide to the education stakeholders to come up with strategies for countering the school based factors affecting girl's academic performance in KCSE in Nakuru Municipality. From the research findings, it was established that school based factors affecting girls' performance were KCPE intake, time wastage, and boy/girl relationship. The recommendations made were, there should be more guidance and counselling in schools, increase bursaries, inviting resource persons to talk to girls, special relationship between girls and female teachers and separation of girl's classes from boys.
Virginia Gordon: Developing Academic Advisors through Theory-Based Intentional Training
Author: McDonald, Melinda L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Advising,Counselor Training,Models,Teaching Methods,Intention,Universities,Counselor Educators,Career Counseling,Student Development,Educational Theories

Virginia Gordon contributed considerable and comprehensive work in the field of academic advising, including writings on topics ranging from the history of academic advising to her groundbreaking research on the undecided student population. Her model for training and developing new academic advisors stood out as exemplary. This article focuses on Gordon's theory-based, intentional approach to the training and development of new academic advisors in what was then University College at The Ohio State University and the influence she had on those she trained and taught.
Technology Pedagogy and Content in Web-Based Language Instruction for Secondary Vocational Students
Author: Papantoniou, Eleni
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Web Based Instruction,Second Language Instruction,English for Special Purposes,Vocational English (Second Language),Electronic Learning,Secondary School Students,Vocational Schools,Problem Solving,Instructional Design,Online Courses

Students in vocational schools in Greece are less motivated and have low performance in courses demanding academic skills, like language learning with reading and writing tasks (e.g. essay writing). If they were asked, they would say that they prefer to do things rather than study or get involved in traditional classroom language activities. School cannot provide them with language materials and methodology adjusted to their needs. Language teaching and learning is an academic task-oriented subject and teachers find it extremely difficult to arise their students' interest. So, from this point of view there is a gap between need and supply. How to overcome this obstacle? Is it possible that an educational e-Learning environment applying a purpose specific e-pedagogy, will do this? An experimental teaching intervention took place in a Greek Secondary Vocational Lyceum (1st EPA.L -Epagelmatiko Lykeio of Lamia city, at 2012-13 school year) in the Greek language curriculum of 11th Grade students so as the researcher to answer the above question. In an activity based situated e-environment for agriculturists, engineers, electricians, car mechanics, students were asked to solve real life technical problems and practise their mother language skills by producing technical textual 'genres' that are likely to use as future professional craftsmen.
Scholarly Advising and the Scholarship of Advising
Author: Troxel, Wendy G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Advising,Scholarship,Educational Trends,Trend Analysis,Academic Achievement,Cooperation,Guidelines,College Faculty,Teaching Methods,Learning Processes

Using the ''advising is teaching'' framework, this chapter addresses the bases for the study of academic advising both from an approach to the work involved (''scholarly advising'') and as an area of inquiry (''scholarship of advising''). Emerging research trends and critical issues are explored, including implications for collaborative inquiry related to student success.