ethanporcaro/eric-fulltext-meta huggingface dataset:
Wyndham City: A Tale of Steady Progress towards a Sustainable Learning Community
Author: Wheeler, Leone
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Urban Areas,Sustainability,Lifelong Learning,Adult Education,Urban Programs

The purpose of this paper is to explore the development of a learning community/city approach within Wyndham City, Victoria, Australia. The journey commences with a discussion of the demographic and economic context in which Wyndham has established its Learning Community Strategies. The development of Wyndham's Learning Community is placed in the context of a history of other learning community/city approaches within greater Melbourne, Australia and internationally. This history includes learning community and learning city frameworks such as the Australian Learning Community Framework and UNESCO's Key Features of Learning Cities, which have influenced Wyndham's Learning Community Strategies. Further, an in-depth examination of the journey of Wyndham City Council in developing successive Learning Community Strategies identifies critical incidents that have led to steady progress towards a sustainable learning community. Also, the development and evaluation of the Wyndham Learning Community are examined, including some vignettes of successful case studies. In conclusion, the implications for adult education and theory, including avoiding the use of the label 'learning city' as a marketing tool rather than a 'social process of participation and negotiation' is examined with pointers given for further research.
Liberal Education in Nigeria: A Case Study of the General Studies Curriculum
Author: Cermak, Robert M.
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,General Education,Liberal Arts,Higher Education,Foreign Policy,Global Approach,International Cooperation,Educational Development,Partnerships in Education

Liberal education is a product of the Western academy and is today most prominent in the USA, but in recent years has been described in various national contexts where it has seldom existed before. However, the spread of liberal education has been underexplored in some regions, such as sub-Sharan Africa, and empirical research is limited on how liberal education curricula are adapted in African contexts. In this qualitative case study, I explore the global, national, and local forces that have influenced an African liberal education program--the General Studies curriculum at the University of Nigeria Nsukka--over time. Analysis of primary and secondary textual sources indicates that at the global level the legacies of colonialism, dynamics of globalization, and agency of transnational partners and actors have influenced the character and evolution of General Studies in Nigeria since its inception.
Impact of College Provided Transportation on the Absenteeism and Academic Performance of Engineering Students
Author: Shaaban, Khaled
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Transportation,Bus Transportation,Attendance,Program Effectiveness,Engineering Education,College Students,Females,Academic Achievement,Grade Point Average,Performance Factors,Foreign Countries

Students use different modes of transport to go to college. While many transportation programs exist at different universities and many experts find these programs to have a positive impact, no studies have investigated the impact of such programs on the absenteeism and academic performance of college students. The main purpose of this study is to investigate the impact of a college provided transportation program on the absenteeism and performance of engineering students. Different types of data were collected from a sample of engineering students, including attendance records, grade point average (GPA), course grades, majors, and bus ridership information for two years. The findings suggest that there is a positive impact of providing a college transportation service to engineering students in the form of better attendance and higher GPA. The outcomes of this study can be used to evaluate similar programs in the future and can be used by public agencies and policymakers to make decisions on expanding investments in such programs.
Sixty Year ALA History, Including the Broader Australian Adult and Community Education (ACE) Context: Time Line
Author: Golding, Barry
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,National Organizations,Periodicals,Educational History,Community Education

This timeline focuses on the main developments in the field of Adult and Community Education (ACE) in Australia from the formation of the first national association, Australian Association of Adult Education, (AAAE) in 1960 to the present association, Adult learning Australia (ALA). It is based primarily on documentary evidence available in the association journals. The timeline starts in the early 1900s to provide the context for the formation of AAAE and includes several developments internationally, nationally and within states that affected the development of ACE in Australia as well as the association as it transformed over time to become AAACE and more recently ALA. It is necessarily selective and partial but provides references to other sources for those seeking a more detailed history.
Pharmacy Education in Emerging Health Care Systems: Clinical Training in the United Arab Emirates
Author: Al-Azzawi, Amad
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Pharmaceutical Education,Pharmacy,Clinical Teaching (Health Professions),Educational Policy,Barriers,Program Implementation,Power Structure

Fundamental global shifts in the professional scope of pharmacy practice have altered the pharmacists' role from &quot;drug-centered&quot; to &quot;patient-centered&quot;. This shift has important implications for how pharmacy education is provided around the world, and has necessitated a significant increase in clinical training (CT). Canada and the United States have both added emphasis on CT in their pharmacy education programs, and their CT models have become a global model of good practice for educating future pharmacists. I want to answer important implementation-related questions: How have new pharmacists' clinical training policies been implemented in the UAE? What are the major challenges, barriers to effective implementation? I will examine the UAE as a case study of policy borrowing, and will draw on the concept of decoupling, which examines the implementation and gap between policy and practice. I will use a case study approach to understand the power relations between the main actors influencing CT in the UAE.
A Proposal for Developing the Performance of Intermediate Second-Grade Students in Science Tests in Trends in International Mathematics &amp; Science Study (TIMSS)
Author: Alshaikh, Asma Abdulrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Tests,Achievement Tests,Foreign Countries,Science Achievement,International Assessment,Low Achievement,Performance Factors,Course Content,Teacher Effectiveness,Middle School Teachers,Science Teachers,Supervisors,Intermediate Grades

This study aimed at identifying the reasons responsible for the low performance of the students of the second intermediate grade in science's tests in the Trends in International Mathematics and Science Study (TIMSS). It also intends to provide a proposal for developing the performance of the students of the second intermediate grade in science tests in TIMSS. The study adopts the descriptive methodology. To achieve the results of the study, a questionnaire was prepared to identify the reasons responsible for the low performance of the students of the second intermediate grade in science tests in TIMSS. It consisted of three-dimension i.e. course content, student, and teacher &amp; teaching performance. The results of the study showed that the study sample members are agreed with a high degree of all items of the questionnaire. Considering these results, the study provided a proposal to develop the performance of the students of the second intermediate grade in science tests in TIMSS. The proposal also consists of the same dimensions i.e. course content, student and teacher &amp; teaching performance. The study recommends benefiting from the proposal to develop the performance of students of the second intermediate grade in science tests in TIMSS. It also suggests conducting future studies aimed at comparing some variables related to science education and learning in advanced-performing countries and the Kingdom of Saudi Arabia.
Databases and Their Employment in the Flipped Classroom Learning Environment at Saudi Universities
Author: Elsigini, Waleed Tageldin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Flipped Classroom,Higher Education,Databases,Instructional Design,Models,Teaching Methods

The use of technology in education has become an urgent necessity and is no longer a luxury. This is evident through the attachment of students to their tablets, mobile phones, and other forms of various technologies. Therefore, educational institutions, especially universities and higher education institutions, must think according to the age variables and their requirements by providing interesting and attractive educational environments that suit the interests of students. In this context, several strategies based on the employment of modern technology have appeared in the educational process, perhaps the most prominent of which is called the flipped classroom. This paper aims to introduce a proposed model for employing databases in the flipped classroom learning environment at Saudi universities, based on the integration between database and instructional design models where the transition to a flexible and effective virtual learning environment suits the growing and changing needs of students; it also reviews the concept of the flipped classroom and its features in improving the teaching and learning process, as well as reviewing the database concept, its components, characteristics, and roles in developing the educational system.
Propensity Score Analysis of the Impacts of Junior Secondary Students&apos; Participation in Engineering Practices on Their Attitudes toward Engineering
Author: Zhan, Xiaohong
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,STEM Education,Secondary School Science,Secondary School Students,Early Adolescents,Grade 7,Grade 8,Student Attitudes,Student Participation,Correlation,Urban Schools,Suburban Schools,Foreign Countries

The demand for engineering talent is increasing with economic and societal developments. Along with this, nations worldwide are attaching increasing importance to engineering education under international science, technology, engineering and mathematics initiatives. In China, engineering education at university levels is dominant. Corresponding systemic engineering education at the K-12 level has yet to be established. With the aim of determining the status of K-12 engineering education, this study investigates the impacts of students' participation in engineering practice on their attitudes toward engineering. Survey responses from a sample of 2,193 students from junior secondary schools in Shanghai, China, are used. Sample selection bias is mitigated using propensity score methods based on weight hierarchy. The findings indicate the status of student participation in engineering practice and reveal the significant effect of the level of student participation in engineering practice on students' attitudes toward engineering at junior secondary schools in China.
The Impact of Assessment for Learning on Learner Performance in Life Science
Author: Oyinloye, Oluwatoyin Mary
Date: 2019-00-00
Type: Journal Articles
Subjects: Biological Sciences,Formative Evaluation,Science Achievement,Foreign Countries,High School Students,Grade 11,Student Evaluation,Conventional Instruction,Instructional Effectiveness,Evaluation Utilization,Science Instruction,Secondary School Science

This study investigated the impact of 'assessment for learning' on learner performance in Life Science. Simple random sampling was used to select four schools from the King Cetshwayo District of KwaZulu Natal Province, South Africa, to participate in the study. A quasi-experimental, pretest-posttest comparison group design was used, involving four schools--two forming the 'treatment condition' while the other two served as the 'comparison group'. Altogether, 160 grade eleven learners participated in the study. Two teachers were trained to use assessment for learning (AfL) as an instructional approach, while the two teachers of the comparison group used their usual instructional approaches. Data were analysed using SPSS (V23) and the statistical technique used was the 2-factor ANOVA with repeated measures. The result revealed that learners following an AfL instructional approach performed statistically higher that those following normal classroom instruction. This result is discussed, and recommendations made in respect of both classroom practice and further research. The findings of this study had implications for policy, further research as well as instructional and assessment approaches to be used in the teaching of Life Science in the South African education system.
Implementation of Inclusive Education Practices for Children with Disabilities and Other Special Needs in Uganda
Author: Okech, John Baptist
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Curriculum Development,Inclusion,Students with Disabilities,Elementary School Students,Children,Special Education Teachers,Attitudes toward Disabilities,Accessibility (for Disabled),Educational Environment,Educational Policy,Equal Education,Foreign Countries

This study aimed to assess the factors that influence the effective implementation of inclusive education, taking into consideration learners with disabilities and other special needs. The study objectives focused on the following key aspects that directly influence the implementation of inclusive education: inclusive policies, attitudes, perceptions, curriculum issues, and learning environment. The study adopted a case study design and employed qualitative approaches in sampling. Participants of the study (N=103) included special needs teachers (N=73) and learners with disabilities (N=30). Data collection was carried out through interviews. Some of the findings were positive, namely the policies on inclusive education were reported to be clear and well-suited to guiding the implementation practice, although some stakeholders were reported to be less committed. Attitudes towards learners with disabilities and other special needs were reported to be increasingly positive in the last decade. The findings on the perceptions of the ability and capability of learners with disabilities and other special needs to benefit from inclusive education drew a mixed reaction -- some respondents reported that there were learners who were able to benefit from inclusive settings, while others were not. On the subject of the curriculum, the results revealed that some learners with disabilities and other special needs were capable of benefiting from the regular curriculum, while others would benefit from a special curriculum. Lastly, with regards to environmental factors, the study revealed that adequate preparations were always made to provide a conducive environment for learning in inclusive education settings. A major recommendation was made to draw the attention of policy makers to support inclusive education, which ought to be treated as a right and not a privilege for learners with disabilities and other special needs.
Improving the Quality of Technical Vocational Education and Training (TVET) for Sustainable Growth and Development of Nigeria
Author: Igberaharha, Clever Omovigho
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Educational Improvement,Vocational Education,Role of Education,Sustainable Development,Economic Development,College Faculty,Faculty Development,Educational Facilities,Educational Equipment,Developing Nations,Technological Advancement,Foreign Countries

This study was undertaken towards improving the quality of Technical Vocational Education and Training (TVET) at the university level for the sustainable growth and development of Nigeria. Two research questions guided the study, and two null hypotheses were tested. The design of the study was a descriptive survey with a population of 116 respondents. These TVET lecturers were drawn from five universities in the South-South region of Nigeria. The entire population was used for the study. To collect pertinent data for the study, the researcher developed a 20-item questionnaire. Face and content validity of the questionnaire was determined by three experts. In order to establish the reliability of the instrument, Cronbach Alpha was used, which gave a reliability coefficient of 0.86. Mean was used to analyze the data relating to the research questions while Pearson product moment correlation coefficient was used to test the null hypotheses. The study found that the quality of TVET at the university level can be improved, for the sustainable growth and development of Nigeria, through professional manpower and the provision of efficient facilities and equipment. Also, the study findings indicated a significant relationship between the quality improvement of TVET and the sustainable growth and development of Nigeria. It was recommended that TVET providers, policymakers, stakeholders, and governments in Nigeria should ensure 'Education for Sustainable Development' is fully integrated into the TVET program to ease the national development of the Nigerian economy.
&quot;See:&quot; How Indonesian Student Writers Use Directives in Academic Texts
Author: Ishak, Cita Nuary
Date: 2021-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Computational Linguistics,Word Frequency,Foreign Countries,College Students,Form Classes (Languages),Phrase Structure,Writing (Composition),English (Second Language),Language Usage,Undergraduate Students,Reading Materials,Writing Instruction,Teaching Methods

This study investigates the roles and functions of directives in academic texts mainly produced by Indonesian college students. Sixty-two (62) imperatives, 11 &quot;it is + Adjective + to&quot;-clauses, and 7 modals of obligation are searched for in academic texts taken from the Corpus of State University of Malang Indonesian Learners English (C-SMILE) and the Corpus of Indonesian Texts in Academia (CINTA). As a point of comparison, we use the Corpus of Contemporary American English (COCA). We found that the corpora are similar regarding the high frequency of occurrences of the imperative &quot;see&quot;, among other directives. However, the corpora differ with regards to the functions of the imperative &quot;see.&quot; Whilst &quot;see&quot; in COCA plays an important role in directing readers to both internal and external sources, &quot;see&quot; in C-SMILE and CINTA is used exclusively to refer to internal resources. This suggests a lack of access on the part of Indonesian undergraduates' to necessary reading materials. In addition, other directives, such as cognitive imperatives, are rarely used in the Indonesian corpora. The low frequency of cognitive imperatives indicates that the practice of inviting readers to develop their mental process of understanding has not been well established in Indonesian academic culture. These findings suggest the need to introduce to Indonesian student writers, various ways of engaging readers into texts.
How EFL Teachers Deal with Pedagogical Competence Development for the Teaching of Writing: A Study on Higher Educational Level in Indonesian Context
Author: Irmawati, Dini Kurnia
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,College Faculty,Faculty Development,Teacher Workshops,Writing Instruction,Writing Evaluation,Pedagogical Content Knowledge,Teacher Competencies,Material Development,Classroom Techniques,Teacher Improvement,Foreign Countries

This study investigates what has been done by EFL teachers in higher education level or EFL lecturers in the teaching of writing. This study involves seven research subjects who have taught writing for English Department students for at least three years. The data were collected through in-depth interview. The data were then analyzed through open, axial, and selective coding. In relation to development of teaching techniques for teaching writing, the most frequent activity done by the research subjects is to attend workshop and seminar/conference on writing and TEFL (Teaching English as a Foreign Language). The most frequent activity conducted to improve pedagogical competence on material development for writing class is to read literature or article on materials development for writing class from textbook or the internet. As an addition, the most frequent activity the lecturers conducted to develop their pedagogical competence in classroom management is conduct sharing session with fellow and/or senior lecturers. Finally, the most frequent activities the lecturers conducted to improve their pedagogical competence in assessment/evaluation for writing are to read literature or article on 'assessment/evaluation for writing class' from textbook, journal, thesis, dissertation, and the internet, and conduct sharing session with fellow and senior writing lecturers and expert in writing. Future researchers can develop this study into pedagogical competence in the other English skills (reading, speaking, listening) or other types of competence pivotal for English lecturers (personal, social, and professional). These will have a positive contribution toward development of English as Foreign Language in Indonesian context.
The Effectiveness of the Use of Information and Communication Technology (ICT) in Rural Secondary Schools in Malaysia
Author: Hasin, Idarwana
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Technology Uses in Education,Information Technology,Rural Schools,Secondary Schools,Expertise,Technological Literacy,Teacher Education,Access to Computers,Internet,Educational Facilities,Educational Planning,Time Management,Barriers,Foreign Countries

The Ministry of Education has established viable educational ecosystems in order to ensure the equality of rural education. There are three aspects that have been outlined, namely value-based education, quality improvement, and autonomy and accountability of schools and universities. Hence, a study in the form of a survey was conducted to identify the issues surrounding information technology faced by students and teachers in rural secondary schools, and to provide an overview of the usage of Information and Communication Technology (ICT) as well as students' knowledge and teachers' skills in the teaching and learning process. A total of 49 respondents were involved, comprising 21 students and 28 teachers from nine secondary schools located in one rural area of Kelantan. The findings revealed that a majority of the respondents perceived the use of ICT positively, despite the lack of facilities and expertise. Thus, a need for relevant ICT training was raised by the teachers. Recommendations are also discussed to guide the authorities in planning and preparing appropriate equipment and facilities for the schools, as well as adequate training for teachers and facilitators, before a new policy is introduced to the students. Further research is also recommended to examine the rural students' acceptance of the use of technology.