ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduates and Their Use of Social Media: Assessing Influence on Research Skills
Author: Nwangwa, Kanelechi C. K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Social Networks,Research Skills,Correlation,Writing Skills,Creative Writing,Questionnaires,Statistical Analysis,Web Sites,Electronic Publishing

This research investigates the influence of social media usage on research skills of undergraduates offering Educational Management at six different universities randomly selected from the six geo-political zones in Nigeria. Various studies on the effects of social media on students have concentrated mainly on academic performance (Kirschner &amp; Karpinski, 2010; Oluwatoyin 2011; and Ogedebe, Emmanuel, &amp; Musa, 2012). This research shifts its attention away from this and rather focuses on how social media influences core research skills of undergraduates. The identified areas include how it influences their ability to source for quality research materials; generate ideas about areas of research interest; and develop creative writing skills. Questionnaire was developed to explore the participating students' views regarding social media, their adoption of social media for research purpose, and the influence of social media on their research skills. The population consisted of six hundred (600) students from six universities comprising male and female respondents. Data was analysed using descriptive analysis and frequency. Chi-square (X2) was used to test the only null hypothesis in the study. The findings of this paper indicate that undergraduates frequently copy from Wikipedia as their major source of information; uses Facebook to generate ideas from colleagues about their research focus; and make use of Wordpress or Blogger to develop their creative writing skills. However, students' reliance on these social media tools alone has resulted in their dwindling research skills to produce quality research works. Recommendations were made on how to improve students' research skills.
Competencies for 2020: Revalidation of the Curricular Competencies of the Emory University Doctor of Physical Therapy Program
Author: Bridges, Patricia H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Physical Therapy,Allied Health Occupations Education,Competency Based Education,College Curriculum,Surveys,Statistical Analysis,Competence

Background: Transformation in the healthcare environment prompted Emory University's Doctor of Physical Therapy Program (DPT) to revalidate its competency-based education program. The goal was to revalidate the essentialness of its curricular competencies: Provision of Patient Care, Interpersonal Relationships, Teaching and Learning, Research, Administration, and Consultation. Purpose: The purpose was to revalidate the essentialness and exhaustiveness of the curricular competencies of the Emory University DPT Program. Methods: The methods involved descriptive research, using a single observation design. Analysis of an electronic survey, comprised of forced choice and open ended questions, determined the essentialness and exhaustiveness of the competencies. The final sample consisted of 1,135 potential participants. A modified Dillman approach was used to encourage participation. Descriptive statistics were employed to analyze the frequencies for each competency. A chi-square test determined any statistically significant differences between DCE/ACCE and CCCE/CI ratings of the Administration, Research, and Consultation competencies. Results: The response rate was 56% and the majority of participants rated Provision of Patient Care (98.6%), Interpersonal Communication (97.1%), and Teaching and Learning (89.3%) as essential. Administration (96.7%), Consultation (96%), and Research (94.2%) were rated either essential, or useful, but not essential by most participants. Results from the chi-square test indicated statistically significant differences between DCE/ACCE and CCCE/CI ratings of the essentialness of the Administration, Research, and Consultation competencies (p&lt;0.05). Discussion/Conclusions: Overall, participants rated the Emory DPT Program's curricular competencies as essential. Results suggested these competencies accurately reflect physical therapy practice expectations for the entry-level DPT graduate.
International Student Mobility Programs and Effects on Student Teachers' Perceptions and Beliefs about Education and Their Role as Future Educators
Author: Richardson, Rachel
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Mobility,Foreign Students,Student Teacher Attitudes,Teacher Role,Beliefs,Educational Attitudes,International Educational Exchange,Student Exchange Programs,Early Childhood Education,Teacher Education Programs,Interviews,Qualitative Research,Attitude Change,Student Experience,Educational Practices,Global Education,Cross Cultural Training,Undergraduate Students,Foreign Countries,Intercultural Programs

The aim of this study was to examine the value and benefits obtained from a semester length academic exchange for Australian early childhood teacher education students in equivalent programs in selected European sites. The data obtained from interviews conducted in this qualitative study indicate that students involved in the international mobility program experienced changes to their own sense of identity and their perception of other cultural practices and attitudes. In particular, the students' international experiences caused them to reflect deeply on matters of early childhood practice in their host and home countries and these reflections led, in some cases, to reconsiderations of their future role as practitioners. The students' reflections also offer the university sector some points to consider with respect to student mobility programs, particularly in how participants are supported in interpreting their overseas experience.
Urban Community Development and Private Education Dilemma: Based on a Field Study of a City in East China
Author: Qian, Li
Date: 2014-00-00
Type: Journal Articles
Subjects: Community Development,Foreign Countries,Urbanization,Migration Patterns,Private Education,Educational Policy,Educational Quality,Rural Areas,Public Schools,Labor Turnover,Teacher Persistence,Sustainable Development,Marketing,Commercialization,Profiles,Educational Finance,Tenure,Educational Change,Social Change,Interviews,Observation,Questionnaires

Urbanization is an issue of universal concern today distinctly affecting the supply, content, and orientation of education. Based on a field study in a city in East China, the article argues that rural-urban migration in the process of urbanization created private sectors in education enterprises that were in sync with the urban community expansion. During the rapid development to escape the curse of underdevelopment, the local government unveiled substantive policies and regulations to welcome private capital to engage in education, and to encourage teachers to mobilize from public schools to private schools. With the excess demand for education, the preferential policies and a large number of teachers gave up tenure at public schools, and local private education developed rapidly in terms of number, size and quality. However, the &quot;non-elite&quot; characteristic of both urban and rural private schools was doomed to face dilemma when the ever-changing rural population composition and the differential treatment to public schools and private schools in public policies caused a decline in the number of rural schools and an increase in teachers' turnover rate. For a sustainable development of local private education, education quality enhancement and policy adjustment shall be a must.
Factors Contributing to Teachers' Use of Computer Technology in the Classroom
Author: Gilakjani, Abbas Pourhosein
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Performance Factors,Classroom Techniques,Technology Integration,Self Efficacy,Computer Uses in Education,Teaching Experience,Access to Computers,Educational Resources,Educational Practices,Investigations,Faculty Development,Literature Reviews

There are many factors for teachers to use computer technology in their classrooms. The goal of this study is to identify some of the important factors contributing the teachers' use of computer technology. The first goal of this paper is to discuss computer self-efficacy. The second goal is to explain teaching experience. The third goal is to elaborate inadequate computer technology support. The fourth goal is to investigate teachers' pedagogical practices. The last goal is to examine professional development in computer technology integration.
Philosophical Hermeneutics: A Tradition with Promise
Author: Agrey, Loren G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Hermeneutics,Research Methodology,Alternative Assessment,Educational Research,Educational Practices,Educational Change,Change Strategies,Educational History,Qualitative Research,Philosophy

For years the predominant paradigm for educational research has been the privileged quantitative data collection and analysis methods which are &quot;de rigueur&quot; in the natural sciences and which are also dominant in the human sciences. An alternative to the approach of a dispassioned observer on the sidelines recording every observation comes in the form of philosophical hermeneutics, where the researcher becomes an actual part of the research itself enabling new meanings and understandings that may not be evident in the strict unbiased approach of quantitative research. This alternative approach, characterized by rich and thick descriptions, provides for a new and interesting approach for the researcher in human sciences. The historical foundations and comparative forms of hermeneutical research are explored to provide an understanding of this powerful research method.
Scientific Method and Advent of Literacy: Towards Understanding Itaukei and Indo-Fijian School Students' Differential Achievement in Science
Author: Dakuidreketi, Mesake Rawaikela
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Achievement,Ethnic Groups,Comparative Analysis,Literacy,Writing Skills,Secondary School Students,Certification,Instructional Program Divisions,Grades (Scholastic),Institutes (Training Programs)

In general, people believe that if we want our children to be good in and relate well to science, or to enable at least a few of them eventually to become scientists themselves, we may need to be clear about what science is and the nature of its method. Individuals can then wield the method of science, making them scientists. This way of thinking is firmly committed to the view that science is what a scientist does, times the number of scientists that there are. Thus we might hope to foster in children certain behaviours that are conformable to &quot;the method of science&quot;. If this is the case, then we would expect every student who takes science to understand and be good in science. However, this is not the case. A contention of the paper is that the main enabling conditions for the ignition of science are in fact writing and literacy. The implication is that a culture that is well used to literacy from past generations will have an advantage vis-à-vis school science learning as compared to a culture that remains significantly oral, and has had very few generations to adjust to the range of possible uses that writing opens. This could possibly be a causal explanation of differences in science achievement levels between iTaukei (Indigenous Fijian) and Indo-Fijian students at school.
Effectiveness of Using iPads to Increase Academic Task Completion by Students with Autism
Author: O'Malley, Patricia
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Autism,Pervasive Developmental Disorders,Handheld Devices,Special Education,Special Schools,Teaching Methods,Mathematics Instruction,Conventional Instruction,Comparative Analysis,Teacher Role,Intervention,Prompting,Student Behavior,Behavior Problems,Mathematics Skills,Early Adolescents,Questionnaires,Surveys,Access to Computers,Mathematics Achievement,Behavior Modification,Observation,Semi Structured Interviews,Self Disclosure (Individuals)

This single subject design study (ABAB) investigated the effects of using iPads in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school. The study also examined the advantages of and challenges to using iPads for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to analyze the data. Findings expand current knowledge of the use of single subject design to document the effect of evidence-based practices in special education. Results were mixed for math skill development, but indicated an increase in independent task completion as demonstrated by a decrease in noncompliant behaviors and teacher prompt levels. Findings suggest iPads can be an effective instructional tool to enhance learning and independence. Contributions, limitations, and future research are presented.
Using Peer Observation and Collaboration to Improve Teaching Practices
Author: Daniels, Erika
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Peer Groups,Peer Relationship,Observation,Instructional Improvement,Educational Practices,Teacher Attitudes,Teacher Collaboration,Communities of Practice,Faculty Development,Middle School Teachers,Classroom Observation Techniques,Educational Change,Change Strategies

The study examined whether and how teacher practice can be influenced when the existing research bases on best pedagogical practice and personal motivation were operationalized and then supported with opportunities for self-reflection. Administrators created a professional development experience, called Instruction Cadres, focused on peer observation and structured discussion around an essential question. Data from those discussions and observations suggested that creating environments supportive of analytic reflection and collaboration positively influenced teachers' attitudes toward their practice. Results highlighted the notion that analytic reflection can support teachers as they work toward intentionally improving their pedagogical practices. Structured conversations resulted in reflections on practice, suggestions for specific teaching strategies, revisions of the ways students were conceptualized.
Implications from the Use of ICT by Language Teachers--Participants of International Projects
Author: Gajek, Elzbieta
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Language Teachers,Teacher Surveys,Teacher Attitudes,Computer Attitudes,Faculty Development,Technology Uses in Education,International Programs,Elementary School Teachers,Secondary School Teachers,Access to Computers,Computer Software

Telecollaboration in international school projects requires various competences from the participating teachers. A combination of intercultural, linguistic, technical and subject competences builds ground for successful team work with foreign partners. This article presents a survey on the use of ICT by language teachers, their attitudes to ICT and strategies of professional development, and ways of dealing with problems. On the basis of their opinions implications are drawn which might be applicable beyond the Polish context.
International Research Students' Experiences in Academic Success
Author: Yeoh, Joanne Sin Wei
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,Foreign Students,Foreign Countries,Semi Structured Interviews,Study Abroad,Qualitative Research,Cultural Differences,Student Research,Futures (of Society),Grounded Theory,Computer Software,Second Language Learning,College Faculty,Teacher Attitudes,Barriers,Educational Background,Guidelines,Cultural Background,Constructivism (Learning),English (Second Language),Cultural Context,Cognitive Style,Time Management

The flow of international students to study in Australia increases each year. It is a challenge for students to study abroad in a different sociocultural environment, especially for postgraduate research students, as they experience numerous difficulties in an unfamiliar and vastly different study environment. A study aimed to investigate the experiences of international research students and how this impacted upon their studies at the University of Tasmania (UTAS). This study also provides insight and guidance regarding the experiences of current and future international research students in Australia and universities globally. It also offers to educational services and relevant government agencies a greater understanding on how to support international research students more effectively. Qualitative research methods were used to gain deeper insights about the issue. Semi-structured interviews were conducted with ten participants who were selected randomly from different faculties within the university. All collected data were analysed by Nvivo version 10. Constructivist grounded theory was the basis of qualitative data analysis. The findings indicate that there are five main areas of difficulty when international research students are studying in the Australian tertiary education context. These are; language barrier, time management, research resources, educational background and cultural background. The findings of the study provide guidelines and references for current and prospective international research students in the Australian university context.
Instructors' Evaluation as an Instrument to Improve Performance and Determine Competence
Author: Laei, Soosan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Measures (Individuals),Questionnaires,Likert Scales,Teacher Evaluation,Student Evaluation of Teacher Performance,Student Attitudes,College Students,Validity,Reliability,Statistical Analysis,Teacher Effectiveness,Longitudinal Studies

Experts in human resources management have suggested common objectives for evaluating performance of all organizations, including motivation and improvement of staff performance, identification of competence and skills, identification of educational needs and developmental contexts, etc. Achievement to these objectives is -a responsibility of evaluation system in any organization. The present article examined a sample of 141 full-time instructors of Kermanshah Azad University during the school year of 2010-2011, with the aim of investigating how much these objectives are achieved from instructor's point of view. The instrument used for collecting data included a researcher-made close-ended questionnaire with 25 items in likert scale and an open-ended questionnaire of 88% validity. To analyze the data, both descriptive and inferential statistics were used. The results indicate that current instructor evaluation system has been successful in noticing student and department managers' opinions about instructor evaluation, instructors' awareness of students' opinion about their performance, determining compatibility of instructors' performance with criteria of professional behavior. But it has no significant place in utilizing colleague's opinions and self-evaluation, improvement of attitudes and educational investigative skill, informing instructors of evaluation results, constructive feedback and using instructors' good research works to evaluate their performance.
Role of Individual Learning Pathways in Non-Threatening Teaching and Learning Environment Development
Author: Makarova, Elena A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Cognitive Style,Educational Environment,Learner Controlled Instruction,Cognitive Structures,Schemata (Cognition),Skill Development,Transfer of Training,Problem Solving,College Students,College Faculty,Learning Processes

The paper covers a diverse range of topics, the areas of interest for this particular paper include (a) knowledge structures and mental models, (b) problem solving processes, (c) metacognition, (d) skill acquisition, (e) individual learning styles, and (f) transfer of learning. The following brief synopsis of the paper serves to illustrate the focus of this work, validates current practice in higher education, and identifies a set of principles that can help instructional designers address individual cognitive learning goals.
The Nature, Challenges and Consequences of Urban Youth Unemployment: A Case of Nairobi City, Kenya
Author: Muiya, Bernard Munyao
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Unemployment,Youth,Urban Areas,Surveys,Multivariate Analysis,Sampling,Interviews,Focus Groups,Labor Force,Slums,Education Work Relationship,Labor Market

Globally, decline in employment has affected the youth more compared to other cohorts with youth in developing countries being particularly hard hit. There have been various interventions by the Kenyan government to address the challenge of youth employment through human capital development like the Youth Enterprise Development Fund (YEFD). Despite this, youth unemployment still remains a big problem making youth vulnerable to crime and social unrest. This paper investigated the nature, challenges and consequences of urban youth unemployment in Nairobi, Kenya. The results of this paper were obtained through a survey done in Mathare informal settlement July 2013. The respondents included unemployed urban youth and key informants. Sampling was through multistage cluster sampling for the youth while the key informants were selected purposively. An interview schedule was used to collect data from the youth and key informants through face-to-face interviews and focus group discussion respectively. The study established that most youth in Mathare were unemployed due to lack of education and necessary skills. Urban youth unemployment in Mathare informal settlement had led housing, prostitution, school dropouts, marginalization, rape, HIV/AIDS infections as well as early marriages. To address urban youth unemployment, the Kenyan curriculum should be tailored to ensure increased compatibility between work and training through offering more intensive courses. Participation in vocational training needs to be encouraged in order to promote youth enterprise development and self-employment.