ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Non Financial Incentives on Job Satisfaction of Teachers in Public Secondary Schools--Survey of Kisii Sub County
Author: Sabina, Asiago Lenah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Secondary School Teachers,Regression (Statistics),Incentives,Teacher Surveys,Sample Size,Sampling,Teacher Attitudes,Work Environment,Teacher Motivation,Teacher Promotion,Reliability,Validity,Work Experience,Questionnaires,Qualitative Research,Statistical Analysis

Job satisfaction is a major challenge among employees in many organizations. The purpose of this research project is to assess the effect of non-financial incentives on job satisfaction of teachers in public secondary schools of Kisii Sub County in the Republic of Kenya. The specific objectives for the study include: to assess the effect of promotion on job satisfaction of teachers in public secondary schools of Kisii Sub County, to find out the effect of job autonomy on job satisfaction of teachers in public secondary schools of Kisii Sub County and to establish the effect of rewards on job satisfaction of teachers in public secondary schools of Kisii Sub County. Schools were randomly selected from Kisii Sub County. Quantitative data was analyzed using descriptive statistics such as mean, maximums and minimums, standard deviation and regression analysis. Statistical Package for Social Sciences (SPSS) was used to analyze the quantitative data and the analyzed data was presented in form of tables and bar-graphs. The target population was 493 respondents, with a sample size of 83 respondents. The study used stratified sampling to ensure that the sample is fairly distributed in all schools. This study will be significant to policy makers, Ministry of Education, management of schools, teachers and future researchers. The study established a positive relationship between non-financial incentives and job satisfaction of teachers in public secondary schools of Kisii Sub County. Recommendations of the study included that teachers should be promoted regularly and be provided with distinct promotion criteria in terms of years or periods of promotion to enable them get more satisfied with their job and the teachers should be provided with conducive working environment in order to motivate and satisfy them, in return leading to job satisfaction.
Employability and Technical Skill Required to Establish a Small Scale Automobile Workshop
Author: Olaitan, Olawale O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Auto Mechanics,Job Skills,Entrepreneurship,Questionnaires,Occupational Surveys,Needs Assessment,Skill Analysis,Equipment,Facilities,Business Administration,Skilled Occupations,Foreign Countries

The study focused on identifying the employability and technical skills needed to establish small-scale automobile workshop in Nsukka Urban of Enugu State. Five purposes of the study were stated to guide the study. Five research questions were stated and answered in line with the purpose of the study. The population for the study is 1,500 registered automobile mechanic in the study area. Simple random sampling technique was employed to select 150 automobile mechanics and was used for the study. The instrument for data collection was a questionnaire developed from literature review .The Questionnaire was administered on 150 automobile mechanics in the Nsukka Mechanic Village, and was retrieved and analyzed using frequency distribution, percentage and mean. The study revealed among others that to establish and to progress in automobile business, employability skills, technical skills, managerial skills, basic tools, equipment and facilities as well as finance are of great importance to the prospecting auto mechanic. Recommendations were given based on the findings from the study.
Student-Teachers in Higher Education Institutions' (HEIs) Emotional Intelligence and Mathematical Competencies
Author: Eustaquio, William Rafael
Date: 2015-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Mathematical Aptitude,Minimum Competencies,Student Teachers,Majors (Students),Mathematics Achievement,Knowledge Level,Teacher Competency Testing,Pedagogical Content Knowledge,Questionnaires,Student Attitudes,Values,Intelligence Quotient,Algebra,Geometry,Trigonometry,Statistics,Foreign Countries

As manifested by various studies conducted, the present state of Mathematics education in the teaching-learning process is relatively declining and the existing effort to identify emotional intelligence and mathematics competencies of Mathematics major student-teachers at Higher Education Institutions in Isabela is an attempt to help alleviate the degenerate situation, in more especially that these student-teachers will eventually enter the teaching profession in the soonest possible time. It aimed to determine the emotional intelligence of the student-teachers in terms of emotional literacy, emotional quotient competencies and emotional quotient values and attitudes and determine the level of competence of the student-teachers in elementary algebra, intermediate algebra, advanced algebra, geometry, trigonometry and statistics. The level of emotional intelligence of student-teachers in terms of emotional literacy, emotional quotient competencies and emotional quotient on values and attitudes of the respondents registered &quot;Vulnerable&quot; results and their level of mathematical competence in elementary algebra, intermediate algebra, advanced algebra, geometry, trigonometry and statistics were rated &quot;Satisfactory&quot;.
Story Grammar Instruction with Third and Fifth Grade Students with Learning Disabilities and Other Struggling Readers
Author: Alves, Kat D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Reading Comprehension,Teaching Methods,Grade 3,Grade 5,Elementary School Students,Story Grammar,Pretests Posttests,Maintenance,Scores,Intervention,Student Characteristics

&quot;Reading comprehension&quot; is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for understanding narrative text. In this article, we present the results of a multiple-baseline across groups study conducted with third and fifth grade students. All students improved from baseline to posttest and maintenance scores remained above baseline. Nonoverlap of All Points (NAP) data demonstrates very low overlap between baseline points and intervention points for all students. Results indicated that story grammar interventions might improve reading outcomes for students with disabilities in grades 3-5.
The Validity and Reliability Study of the Sports Facility Utilization Scale of University Students: The Case of Karabük University
Author: Ceyhun, Serdar
Date: 2015-10-23
Type: Journal Articles
Subjects: Foreign Countries,Recreational Facilities,Test Validity,Test Reliability,Student Interests,Interest Inventories,Factor Analysis,Construct Validity,Factor Structure,Athletics,Undergraduate Students

This study aims to develop a valid and reliable measurement instrument with the intent of determining the interest levels of university students towards utilizing sports facilities. In the context, target population of the study consists of the Karabük University while its sampling consists of 700 (290 females and 410 males) students who study in different departments. During the preparation of the scale, phases of determining scale items, preparing test scale, implementing the scale, determining reliability and validity were applied respectively. Firstly, the scale was created from the items selected from the item pool for the test application and exploratory factor analysis was conducted to the data collected from this draft. As a result of the exploratory factor analysis which was conducted for construct validity, it was concluded that the scale was of a single factoral construct and explained 40.39% of the total variance. The factor load values of the 13 items which constitute the single factor vary between 0.35 and 0.80. The fit of the factor and the items constituting this factor was examined through confirmatory factor analysis (CFA). When the fit index values obtained as a result of CFA and error values were evaluated, it was concluded that the 13 items exhibited perfect with the single factoral construct. When the Cronbach Alpha reliability coefficient was evaluated to calculate the internal consistency coefficient of the scale, it was concluded that it had a high level of reliability with 0.87.
The Effect of Playing Different Musical Instruments on Arm Asymmetry
Author: Kaya, E. Erdem
Date: 2015-10-23
Type: Journal Articles
Subjects: Musical Instruments,Accuracy,Music Education,Brain Hemisphere Functions,Musicians,Handedness,Task Analysis,Human Body,Measurement Techniques,Electronic Equipment,Measures (Individuals),Foreign Countries,College Students,Statistical Analysis

Between the two hemispheres of the brain, structural and functional differences are called cerebral lateralization that can affect the skill performance of both arms in a different way, which is called handedness. Approximately 90% of people are right-handed and they use the right hand for most skillful activities. Interestingly, recent studies especially on musicians show that this difference is less in musicians than in non-musicians and musicians have better skillful performance compared to non-musicians in hand skill task. However, there is no study with the arm's performance stated if this also depends on the type of playing instruments. Thus, the purpose of this study was to search if playing a different kind of musical instrument, string and piano, can alter the arm asymmetry. Besides, it was also questioned whether string and piano players overall have less asymmetry compared to non-musicians. 30 right-handed participants from three groups (10 from each group) took part and were asked to reach one of three targets in front of them with either right or left arms. Their movements accuracy and linearity were analyzed by electromagnetic movement tracker system (please see method section). As a result, similar results were obtained with previous studies. A significant difference was not seen in the use of arms of musicians who play piano and string instruments. On the other hand, it was found that musicians make use of their arms better compared to non-musicians with their both arms. Thus, playing musical instrument can decrease the arm asymmetry regardless of the type of the instrument.
The Proposed Model of Writing with Accompaniment of Music Education for Students and Its Prospect in Application
Author: Yucetoker, Izzet
Date: 2015-10-10
Type: Journal Articles
Subjects: Undergraduate Students,Music Education,Singing,Musical Composition,Children,Scores,Tests,Models,Teaching Methods,Pretests Posttests,Musical Instruments,Foreign Countries

The aim of this research is to prepare undergraduate music education students for a course model to write songs accompanied with one voice and show the functionality of its application. A first lesson was given to selected working groups and were asked to write children's songs accompanied. It was accompanied by the model described in writing during the course of twelve weeks, and tests have been made on the issues at the end of each lesson learned. School songs for the first course in the final draft version of the training course were given again to the students and were asked to write with them. There was a significant difference between the scores of the last lesson with students based on the results of the study.
Computer-Assisted Simulation Methods of Learning Process
Author: Mayer, Robert V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,Graphs,Learning Processes,Computer Simulation,Teaching Methods,Mathematical Models

In this article we analyse: 1) one-component models of training; 2) the multi-component models considering transition of weak knowledge in strong and vice versa; and 3) the models considering change of working efficiency of the pupil during the day. The results of imitating modeling are presented, graphs of dependences of the pupil's knowledge on time are provided.
Startup Diagnostics of the Degree of Well-Formedness of Student Design Competence as an Integral Means of Students Plotting Their Own Individual Learning Route
Author: Ignatovich, Vladlen K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Readiness,Competence,Evaluation Methods,Grade 7,Grade 8,Student Participation,Problem Solving,Cognitive Processes,Executive Function,Early Adolescents,Correlation,Age Differences,Learning Processes,Assignments,Pilot Projects,Group Activities,Foreign Countries

This article seeks to substantiate the need for the prognostic assessment of the degree to which school students are prepared to master new types of activity, which underlie their design of an individual learning route at an appropriate senior stage of learning. The authors discuss the concept of project competence as an integral characteristic of such preparedness. The article describes the components of school students' project competence, characterizes the degrees to which they may be formed, and brings to light the possibility of diagnosing these components using specially prepared cases. The authors describe the experience of pilot-testing the methodology, discuss their findings, and identify major gaps in the project competence of present-day school students.
Envisioning a Modern Federal-State Partnership in the Reauthorization of the HEA as an Engine to Increase Social Mobility
Author: Alexander, F. King
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Federal Legislation,Educational Legislation,Student Financial Aid,State Aid,Public Colleges,Work Study Programs,Federal Programs,Federal Aid,College Students,Tuition,Paying for College,Grants,Federal State Relationship,State Government

Financial aid makes up the bulk of federal higher education spending, but do those dollars make a difference to needy students? A look at Federal Work-Study and Federal Supplemental Educational Opportunity Grant allocations show that a disproportionate amount of funding goes to private universities with high tuition and low Federal Pell Grant enrollment. Additionally, many financial aid awards use cost of attendance as a factor in determining award amounts, creating an unintentional incentive for tuition increases. These elements contribute to a funding environment that favors private universities over publics. When considered alongside the fact that pervasive state disinvestment has caused public colleges and universities to raise their tuition considerably over the last decade alone, the existence of public higher education appears to be in jeopardy. The authors propose a federal-state partnership that would incentivize state governments to maintain or increase their funding for public higher education. Further suggestions include the elimination of price-sensitive components in financial aid awards and maintaining caps on these awards to stem tuition increases where possible.
Introduction: Reauthorization: An Opportunity for Substantive Change in How Students Pay for College
Author: Gross, Jacob P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Paying for College,Educational Legislation,Federal Legislation,Higher Education,Federal Aid,Student Financial Aid,Educational Finance

Originally signed into law on November 8, 1965, by President Lyndon B. Johnson, the most current version of the law, the Higher Education Opportunity Act (HEOA; PL 110-315), contains eight titles: teacher quality enhancement, strengthening institutions, student assistance, developing institutions, international education programs, graduate and postsecondary improvement programs, and additional programs (Hegji, 2014). Each title focuses on providing resources to strengthen America's colleges and universities. This brief introduction to the issue explains how the current, 10th reauthorization of the original HEA is a key moment to reflect on the past, present, and future of this important federal legislation. The HEA reflects beliefs about the purpose of higher education, who should have access to it, and how it should be distributed (Bhola, 1989). While these beliefs influence policy decisions, it is also important that policy decisions--like the reauthorization of the HEA--be informed by research-based knowledge and empirical evidence. The papers in this volume identify a number of important research-based suggestions for policymakers to consider in this reauthorization, and highlight areas where additional research is needed to further inform policymaking.
Does Federal Financial Aid Policy Influence the Institutional Aid Policies of Four-Year Colleges and Universities? An Exploratory Analysis
Author: Hossler, Don
Date: 2015-00-00
Type: Journal Articles
Subjects: Federal Aid,Public Policy,Student Financial Aid,School Policy,Colleges,Correlation,Resource Allocation,Higher Education,Federal Legislation,Educational Legislation,Economic Climate,Statistical Analysis,Enrollment,Interviews

There is a dearth of empirical work that examines the relationships between federal financial aid policy and institutional financial aid priorities and expenditures. This study uses Resource Dependency Theory to explore whether changes the amount of financial aid awarded by colleges and universities during the last fifty years are best explained by changes in federal financial aid policy or by demographic and economic shifts. The results suggest that shifts in federal financial aid policy and in the economy have influenced the amount of institutional financial aid, but indicate that more research is needed on this important topic.
Back to the Future: What Previous HEA Reauthorizations Might Say about the Next One
Author: Madzelan, Dan
Date: 2015-00-00
Type: Journal Articles
Subjects: Federal Legislation,Higher Education,Educational Legislation,Educational Policy,Student Costs,Educational Quality,School Safety,Student Financial Aid,Accreditation (Institutions),Federal State Relationship,Risk,Accountability,Merit Scholarships

For 50 years, the Higher Education Act has been the primary vehicle for advancing federal higher education policy. Many policymakers and interested observers expect its upcoming reauthorization to address three overarching topic areas: college affordability, institutional quality, and student safety. Indeed, previous reauthorizations have addressed specific issues within each of these areas--expanded financial aid availability and process simplification, third-party (accreditors and states) oversight of institutions, and assurances that students have safe learning environments. Yet we cannot say that these are settled issues. This article describes previously implemented policies in the hope that a better understanding of the past might help policymakers craft policies that further advance the primary goal of the HEA: widespread access to quality postsecondary education opportunities.
Borrowing and Repaying Student Loans
Author: Hillman, Nicholas W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Loan Programs,Loan Repayment,Federal Aid,Student Financial Aid,College Students,Paying for College,Debt (Financial),Student Characteristics,Undergraduate Students,Income,Racial Differences,Ethnic Groups,Public Policy

This essay synthesizes the most recent and rigorous research on student loan debt. It focuses on basic questions about who borrows, how much, and whether debt affects behaviors. Answers to these questions are necessary for informing federal student loan policymaking, yet the research findings are surprisingly mixed because of poor data quality, research design challenges, and the growing heterogeneity of borrowers. This ambiguity makes federal policymaking difficult when questions about the benefits and burdens of student loan debt are left unanswered. By synthesizing the current research, this essay helps answer some of these questions while calling attention to others.
Reauthorization Ready: How NASFAA Influences the Higher Education Policymaking Process
Author: McClean Coval, Megan
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Federal Legislation,Educational Legislation,Educational Policy,Student Financial Aid,Professional Associations,Federal Aid,Institutional Role,Advocacy

The Higher Education Act (HEA) is due to be reauthorized by Congress and the higher education policy community is working hard to be a part of those efforts. The National Association of Student Financial Aid Administrators (NASFAA) plays a unique role in this process, as the HEA contains the legislation behind all of the federal student financial aid programs. As partisan politics infiltrate Washington D.C., NASFAA is working with its members and association colleagues to put forth innovative recommendations to shape and inform the reauthorization process. This paper examines the reauthorization process; highlights NASFAA's specific work, including policy recommendations; and explains how NASFAA utilizes its members and operates within the broader Washington D.C. higher education policy community to influence policy.
The Federal Pell Grant Program and Reauthorization of the Higher Education Act
Author: Baum, Sandy
Date: 2015-00-00
Type: Journal Articles
Subjects: Federal Aid,Student Financial Aid,Grants,Program Effectiveness,Postsecondary Education,Access to Education,Higher Education,Federal Legislation,Educational Legislation,Low Income Groups,Enrollment Trends,Student Characteristics,Eligibility,Guidance

The Federal Pell Grant program has made education possible for many Americans. It has also helped establish the norm of public responsibility for widespread access to higher education. This essay reviews the growth of the Pell Grant program over time and its current characteristics. It then details some innovations with the potential to increase the program's effectiveness in increasing student success, in addition to access to postsecondary education. Both the eligibility formula and the application process should be simpler and students should not have to reapply every year. Students should receive timely information and coaching services to help them select institutions and programs of study. Some smaller steps also have the potential to make a significant difference.
Preparing for HEA Reauthorization: Recommendations for Practitioners
Author: Inge, Brittany
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Federal Legislation,Educational Legislation,Student Financial Aid,Student Financial Aid Officers,Educational Policy,Planning,Outsourcing,Federal Regulation

The upcoming reauthorization of the Higher Education Act of 1965 provides opportunities and presents challenges for financial aid administrators. This article outlines steps that aid administrators can take and challenges they may face in preparing for and responding to new legislation.