ethanporcaro/eric-fulltext-meta huggingface dataset:
Potential Use of Course Management Systems in Higher Education Institutions in Jordan
Author: Al-Shboul, Muhannad
Date: 2011-02-00
Type: Journal Articles
Subjects: Higher Education,Management Systems,Technology Integration,Foreign Countries,Educational Technology,Use Studies,Technology Uses in Education,Courseware,Barriers,Teacher Attitudes,Institutional Characteristics,Instructional Materials

Given the increased adoption of the CMS (course management systems) as an instructional tool, it is important to address the potential use of this technology in Jordanian higher education institutions. This study investigates the potential to use CMS tools in instruction in the academic institutions in Jordan. This study does not seek to evaluate the current use of computer mediated tools or their features in instruction. Its purpose is to investigate what is currently taking place with CMS in higher education settings. Therefore, the study does not seek to determine the value that the use of the CMS tools may have contributed to instruction, however, it identifies the level of technology integration as well as the level of the technology use in higher education and problems associated with its use among the faculty. This study identifies prevalent faculty attitudes and perceptions toward the potential use of CMS tools in higher education institutions, in general, and in Jordan, in particular.
Dropping Out of School in Southern Ghana: The Push-Out and Pull-Out Factors. CREATE Pathways to Access. Research Monograph No. 55
Author: Ananga, Eric
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Educational Needs,Dropouts,Foreign Countries,Educational Environment,Access to Education,Financial Support,Costs,Compulsory Education,Educational Policy,Attendance,Poverty,Enrollment,Parent Attitudes,Teacher Attitudes,Child Labor,Migration

Addressing school dropout has been one of the most controversial elements of policy since the introduction of free compulsory universal basic education (FCUBE) in Ghana. However, research that utilises qualitative biographical detail surrounding irregular attendance and the critical events in the process that lead to dropout in Ghana is limited. I argue that in order to achieve the target of universal basic education by 2015, education policy should focus more directly on addressing dropout. This paper provides an in-depth analysis of the critical events pupils experience as they cross the threshold from being enrolled to being out of school in southern Ghana. This paper provides fresh insights into drop outs' life worlds and educational needs; opportunities to re-cross the threshold back into basic education, whether into school or complementary provision. The findings presented in this paper show that conditions both external to the school environment--poverty and the opportunity cost of schooling--and within the school--the teacher factor, and school practices and processes--conspire to compromise retention and push and/or pull children out of school. An appendix presents: Definition of Educational Access. (Contains 14 footnotes, 1 table, and 1 figure.) [The government of Ghana and CREATE provided financial support for this report.]
Fosterage and Access to Schooling in Savelugu-Nanton, Ghana. CREATE Pathways to Access. Research Monograph No. 59
Author: Rolleston, Caine
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Socioeconomic Influences,Foreign Countries,Access to Education,Foster Care,Educational Attainment,Interviews,Caregivers,Child Welfare,Gender Differences,Social Bias,Enrollment Trends,Dropout Rate,Comparative Analysis,School Districts,Educational History,Child Labor,Employment Level,Family Structure,Family Relationship,Incidence,Questionnaires,Parents

Fosterage is an important cultural institution which serves to strengthen kinship solidarity among a range of other functions including meeting needs for child labour. Its effects on education are ambiguous. This study examines fostering as a possible contributor to the low levels of educational access and progress in the district using secondary data and interviews with key informants and foster-carers. The effects of fosterage on schooling depend somewhat on the circumstances of the sending and receiving homes, the reason for fostering children between them and the extent to which the two homes cooperate to provide for access to education. Nonetheless, fostered children do typically experience lower levels of access to meaningful education. This is partly because they tend to live in areas and attend schools where meaningful access is lower, but the individual &quot;Cinderella effect&quot; of fosterage is found to be palpable, especially for girls, so that being fostered, even to a more economically advantaged households does not typically benefit the foster child educationally and on balance is associated with a worsening of their educational access. Fostered children on average enrol in school less often, drop out more often and achieve less in school, especially when compared to biological children in the same home rather than to children in homes which host no foster children. (Contains 8 footnotes, 14 tables, and 4 figures.)
Cross-Border Higher Education for Labor Market Needs: Mobility of Public-Funded Malaysian Students to Japan over Years. JICA-RI Working Paper. No. 29
Author: Koda, Yoshiko
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Global Approach,Labor Market,Skilled Workers,Foreign Countries,Human Resources,Graduate Surveys,Foreign Students,Labor Force Development,Educational Benefits,Study Abroad,Student Mobility,Student Records,Academic Records,Student Attitudes,Performance Factors,Economic Factors,Educational Needs,Labor Needs,Employment Opportunities

As globalization and the knowledge economy spreads, the demand for highly skilled workers has increased and developing countries are engaged in cross-border higher education to  develop high level human resources for their nations. Using data on a cross-border higher  education program between Malaysia and Japan, namely the Higher Education Loan Project (HELP1 and HELP2), this paper explores whether publicly funded cross-border higher education programs have yielded their expected outcomes (i.e., employment immediately after graduation) over the last ten years in the context of the rapidly changing Malaysian economic and higher education landscape. Our findings indicate that the program has met its intended outcomes, that is, the graduates have been absorbed in the industries they intended to work in or have continued with further studies, which are both conducive to Malaysian national development. However, our findings on the rates of graduates staying after completing their degrees imply that factors such as the host country's immigration policies may influence the decision by graduates on where to work. (Contains 10 tables, 7 figures, 10 annexes, and 23 footnotes.) [This report was produced by the JICA (Japan International Cooperation Agency) Research Institute. It has been prepared as a part of a research project of the Japanese International Cooperation Agency Research Institute (JICA-RI) entitled &quot;Cross-Border Higher Education for Regional Integration and Labor Markets,&quot; co-led by Kazuo Kuroda and Takako Yuki.]
Notepad Is NOT Bad: Employing Yahoo! Notepad as an Online Research Diary in Educational Enquiry Based on a PhD Study
Author: Abdallah, Mahmoud Mohammad Sayed
Date: 2011-05-14
Type: Reports - Descriptive
Subjects: Doctoral Programs,Educational Research,Researchers,Diaries,Computer Mediated Communication,Computer Software,Recordkeeping,Documentation,Reflection,Information Management

Reflective tools have been gaining ground in educational research. Diaries, especially electronic ones, can be effective in enabling researchers to organise and reflect upon their research. Online diaries are flexible Web-based facilities since the recording process can be conducted quickly and smoothly. Here, I report on using Yahoo! Notepad as an online diary in my PhD study. This facility was kept right from the start to record all significant events and updates (e.g., contacts, resources, reminders, must-do tasks, notes, comments, procedures, scripts, and essential readings). This practice organised the research process by enabling me to: (1) organise work into relevant folders based on topic; (2) monitor my progress by, for example, reviewing the tasks I have accomplished, and the tasks remaining ahead; (3) save useful readings and textual resources for future reference on a regular basis; (4) create some preliminary drafts of the ideas I should tackle, and update these drafts when something new comes to my mind; and (5) create reminders to be reviewed on a weekly basis so that nothing is missed or forgotten. Some examples and illustrations are provided to help other researchers to understand the utility of this free online tool.
Exploring Correlates of Postsecondary Graduation Rates: An Updated Case for Consumer Education
Author: Hoagland, Steven R.
Date: 2006-05-16
Type: Reports - Research
Subjects: Graduation Rate,Reputation,Consumer Education,Graduation,Construct Validity,Program Effectiveness,Factor Analysis,Correlation,Accountability,Predictor Variables,College Outcomes Assessment,Institutional Evaluation,Measurement Techniques,Usability,School Holding Power,Academic Persistence,Evaluation Methods,Institutional Characteristics

Institutional accountability for performance and quality is an evolving topic with immeasurable appeal. Data and sources are abundant, but validated measures and meaningful information are scarce. While pursuing an approach centered on construct validity, this study transforms complex data into useful information. Correlation analysis reveals variables of primary interest to consumers, college seekers, and their sponsors while choosing a college. In addition, the research employs a theoretical framework and factor analysis to delineate image and reputation as two dimensions likely to inspire decision makers, university administrators, and regulatory officials in their efforts to demonstrate accountability for performance and quality. Regression analysis illuminates the nature of relationships between those factors and graduation rates. In essence, the study clarifies some characteristics that purport to measure institutional performance and quality. A key finding is the inconsistency in variances between the upper and lower segments of the graduation rate spectrum, which limits the scope of this work. Furthermore, the study points to the need to address model specification and construct measurement limitations and it highlights some areas for future research. More importantly, it directs the attention of researchers, evaluators, and methodologists toward some characteristics of graduation rate estimates and troublesome inconsistencies in variance patterns. A study by-product is the strong correspondence between a well-known, yet controversial, reputation score and an overarching reputation construct. (Contains 4 tables and 1 figure.)
"We're Going to Figure That Out Together": Implications of Segregating Programs in Content Literacy Courses
Author: Garrahy, Deborah A.
Date: 2011-03-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Physical Education Teachers,Secondary Education,Education Courses,Course Content,Relevance (Education),Intellectual Disciplines,Physical Education,Majors (Students),Student Attitudes,Integrated Curriculum,Educational Strategies

Many secondary teacher preparation programs require that undergraduate candidates complete a literacy course, usually taught within a college of education, where 30 or more teacher candidates from various majors are enrolled in the same course. University instructors teaching literacy courses may have difficulty in developing course content and assignments which are relevant to all teacher education fields. This paper explains how one university implemented a literacy course for PETE (physical education teacher education) majors only, in order to focus on how literacy can be incorporated into high school physical education courses. Nineteen teacher candidates were invited to register for a section of literacy in the content area for PETE majors. Multiple means of data collection were employed to engage participants (pre- and post-surveys, electronic discussion board and interviews). The purpose of the study is to find out if it is beneficial for teacher candidates to participate in a segregated content literacy methods classes compared to traditional (mixed majors) content literacy methods, and the impact of a non-traditional teacher education literacy class for PETE candidates. Recommendations for future research in regards to working with content literacy across various content areas are made. Three appendixes present: (1) Secondary and K-12 Programs Offered at the Research Site/University; (2) Likert/Open-Ended Survey; and (3) Interview Protocol.
Study on the Computational Estimation Performance and Computational Estimation Attitude of Elementary School Fifth Graders in Taiwan
Author: Tsao, Yea-Ling
Date: 2011-03-00
Type: Journal Articles
Subjects: Mathematics Education,Numbers,Grade 5,Computation,Mathematics Skills,Foreign Countries,Elementary School Students,Elementary School Mathematics,Student Attitudes

Main purpose of this study is to investigate what level of computational estimation performance is possessed by fifth graders and explore computational estimation attitude towards fifth graders. Two hundred and thirty-five Grade-5 students from four elementary schools in Taipei City were selected for &quot;Computational Estimation Test&quot; and &quot;Computational Estimation Attitude Survey&quot;. Based on 28 items of the Computational Estimation Test, average number of items correctly answered by students is 16.37, the percent of correct responses is 58.48%, and overall performance is moderate. The Computational Estimation Test includes items representing three number dimensions: whole numbers, decimals and fraction numbers. The data indicate that the number domain of fraction (46.63%) and decimal (54.30%) percent of correct response of the CET (Computational Estimation Test) were relatively low when compared with whole numbers (63.44%). Based on 35 items of the CEAS (Computational Estimation Attitude Survey), the mean scores of students' CEAS is 119.72, higher than average, indicating that attitude of elementary school fifth graders today to computational estimation is generally positive. As to subscales of elementary school fifth graders' attitude to computational estimation, &quot;experience in computational estimation&quot; component is near negative and passive, indicating that students experience in using computational estimation is somewhat not enough. (Contains 6 tables.)
Bully-Victimization Scale: Using Rasch Modeling in the Analysis of a Qualitative Scale
Author: Lehto, Marybeth
Date: 2009-07-01
Type: Reports - Research
Subjects: Qualitative Research,High School Students,Grade 9,Bullying,Victims of Crime,Evaluation Methods,Measures (Individuals),Test Reliability,Data,Models,Item Response Theory

The primary purpose of this study was to determine whether the data from the qualitative study fit Rasch model requirements for the definition of a measure, as well as to address concern in the extant literature regarding the appropriate number of items needed in analysis to assure unidimensionality. The self-report victimization scale was developed and administered as part of an overall school engagement instrument in a repeated measures design methodology. Participants were a convenience sample of 670 ninth grade students. Grouping was pre-determined by the school's student information system managed by the registrar. Results indicated validity was established and appropriate scale format use. However, reliability and unidimensionality were questionable. Recommendations are included. (Contains 3 tables and 1 figure.)
Psychosocial Predictors of Adjustment among First Year College of Education Students
Author: Salami, Samuel O.
Date: 2011-02-00
Type: Journal Articles
Subjects: Emotional Intelligence,Schools of Education,Student Attitudes,Foreign Countries,Predictor Variables,Student Adjustment,College Students,Self Esteem,Stress Variables,Social Support Groups,Measures (Individuals)

The purpose of this study was to examine the contribution of psychological and social factors to the prediction of adjustment to college. A total of 250 first year students from colleges of education in Kwara State, Nigeria, completed measures of self-esteem, emotional intelligence, stress, social support and adjustment. Regression analyses revealed that all the independent variables predicted adjustments. Social support interacted with stress to predict adjustment. Implications for the counselors, parents and college authorities in enhancing students' adjustment to college were discussed. Further, the findings implicated the need for college authorities to integrate activities designed to improve students' adjustment into college co-curricular activities meant for youth development. (Contains 2 tables and 1 figure.)
Taking Targets to Task Revisited: How Indicators of Progress on Access to Education can Mislead. CREATE Pathways to Access. Research Monograph No. 54
Author: Lewin, Keith M.
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Evidence,Income,Educational Change,Access to Education,Educational Indicators,Enrollment Rate,Graduation Rate,Gender Differences,Educational Policy,Sex Fairness,Equal Education

&quot;Education for All&quot; (EFA) identifies goals and targets and translates these into indicators which are used to evaluate progress and influence flows of external financing. The search for evidence based policy depends on measures of performance that can link cause and effect and that represent real gains in progress towards desired outcomes. However, the indicators widely used for access to education have serious problems. Gross and Net Enrolment Rates (GERs and NERs) are widely used to assess participation, but their changing values can provide misleading signals to policy makers. Grade specific enrolment and completion rates may be better but are silent on issues of quality and achievement. Gender Parity Indices (GPIs) foreground differences related to children's sex but often aggregate and conceal underlying patterns of participation (by age, location, household income) and may make invisible seriously unequal numbers of boys and girls in populations. The Education for All Development Index (EDI) suffers from being a highly aggregated composite index which is difficult to interpret and of limited use since changes over time are often within its margins of error. This paper selects some of the key indicators used for EFA and offers an analysis of their strengths and weaknesses. Improved target setting with better indicators is needed which gives a more nuanced understanding of what indicators do and do not measure. (Contains 5 tables and 5 figures.)
With Tools and Strategies Teachers Use in Online Courses: A Mexican Public University Case
Author: McAnally-Salas, Lewis
Date: 2011-03-00
Type: Journal Articles
Subjects: Online Courses,Information Technology,Teaching Methods,Educational Technology,Computer Uses in Education,Foreign Countries,Public Colleges,Surveys,Internet,Teacher Qualifications,Computer Mediated Communication,Electronic Mail,Group Discussion,Teacher Student Relationship,Self Evaluation (Individuals),Scoring Rubrics,Evaluation Methods,College Faculty,Teacher Attitudes

The rapid development of ICT (information technology and communication) in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC (Autonomous University of Baja California), the early days of online education go back to 1996, so the study period was from 1996 to 2009. An online survey was designed to find out the teachers' backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the survey (68). It was found that the highest percentage (33%) of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers' preference. In general, teachers expressed using the three main communication tools of online education: forums, chat and e-mail, favoring the use of e-mail. The communication strategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed having similar practices, which should not be surprising in a relatively small community where it is easier to standardize successful practices. (Contains 9 figures.)
Emerging Educational Institutional Decision-Making Matrix
Author: Ashford-Rowe, Kevin H.
Date: 2011-03-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Computer Software Evaluation,Evaluation Methods,Measurement Objectives,Measurement Techniques,Technology Planning,Technology Education,Decision Making Skills,Delivery Systems,Program Descriptions,Program Development,Technological Literacy,Technological Advancement

The "emerging educational institutional decision-making matrix" is developed to allow educational institutions to adopt a rigorous and consistent methodology of determining which of the myriad of emerging educational technologies will be the most compelling for the institution, particularly ensuring that it is the educational or pedagogical but not the technological imperative that drives the technology integration agenda. The matrix is designed to be used after some initial research into an emerging technology. Once a technology is put through the matrix, a number of options are available: (1) shelving the technology; (2) putting the technology on hold and maintaining a watching brief until the technology matures in the market; and (3) researching the product further by conducting a trial or placing in testing sandpit. After further research, the technology can be tested as a pilot to determine how well or otherwise, the technology works within the institution. If an emerging technology has more than one product associated with it, a second and third step in the matrix has been developed, and the second step assigns a rating to each of the categories within the matrix. With many products containing similar features, a third step has been developed to compare products on a feature level. Appended are: (1) The emerging educational technology decision-making matrix; and (2) The emerging educational technology decision-making process.