ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading Habits of Secondary School Teachers: A Study of Selected Secondary Schools in Addis Ababa and Dessie
Author: Hassen, Rukya
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Reading Habits,Questionnaires,Interviews,Teacher Attitudes,Barriers,Reading Materials,Electronic Learning,Primary Sources,Change Strategies,Reading Motivation,Reading Attitudes,Foreign Countries

This study is a small-scale study of an exploration of reading habit of high school teachers. Fifty-four teachers from five schools who teach in different schools in Addis Ababa and Dessie participated in this study. Data were collected through questionnaire and in-depth interview. The result of the study shows that reading is poorly developed habit of the high school teachers. The high school teachers involved in this study admitted that reading is inevitable in their professional and personal lives; yet, it is overlooked. The common trend among the research participants is that they read by different push factors such as examinations, preparation of the regular classroom sessions of the disciplines they teach, newspapers, and some websites. Academic books of their respective disciplines are exceptionally frequently read for teaching. Of the non-academic reading materials, many teachers are fond of magazines and newspapers of recreation and politically hot issues. Although teachers are responsible to lead the society by accessing and exposing culture, knowledge and values for development and change through reading, the reality would highly weaken them to play this part of their role. Hence, the researcher recommends for stakeholders to conduct this problem at a large-scale level including the causes to contribute for the improvement of these habits to help teachers survive as scholars and leaders of the country.
Skills Needed by Secondary School Graduates for Breeding and Rearing of Giant African Land Snail (GALS) in Ebonyi State
Author: Ogba, Ernest Ituma
Date: 2016-00-00
Type: Journal Articles
Subjects: Skill Analysis,Skill Development,Educational Needs,Agricultural Education,Animal Husbandry,Questionnaires,Likert Scales,Disease Control,Farm Management,Vocational Education Teachers,Vocational High Schools

The purpose of the study is to identify the skills required by secondary school Graduates for breeding and rearing Giant African Land Snail (GALS) in Ebonyi State. Three research questions guided the study. The design was descriptive survey. The total population was 254 agricultural science Teachers in junior and senior secondary schools in Ebonyi State. PRS, (2014). A random sampling techniques was used by balloting and replacement to collect sample size of one hundred and fifty four (154) Agricultural Science Teachers in the study area. Structural questionnaire was developed by the researchers for data collection. The instrument has four point rating scale of strongly required, required, not required and very not required (SR, R, NR, VNR) .The instrument was validated by three experts one in measurement and evaluation in the department of science education and two in Technology and Vocational Education (Agric Education) unit in the same Faculty of Education in Ebonyi State University, Abakaliki. Mean and standard deviation was used for answering research questions. Any item with mean score of 2.50 and above are regarded as required skills while mean score below 2.50 are regarded as not required skills. The study revealed that all the item statements had mean score of 2.50 and above. It implied that the identified skills were good enough for snail breeding and rearing by secondary schools Graduate. It show that skills in housing, in feeding, in routine management and disease control are the bases for breeding and rearing of Giant African Land Snail GALS. Among the recommendations made was that, improved stocks, housing material, feeding stuff and financial assistant should be given to the secondary school graduated by the government. While technical assistant from experienced rural snail farmers and agricultural science teachers should be given to secondary school graduate for snail breeding and rearing as young farmers.
A Content Analysis Related to Theses in Environmental Education: The Case of Turkey (2011-2015)
Author: Yavuz, Soner
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Content Analysis,Masters Theses,Doctoral Dissertations,Environmental Education,Chemistry,Educational Trends,Trend Analysis,Graduate Study,Nonparametric Statistics,Regression (Statistics),Research Methodology,Student Research,Mixed Methods Research,Preferences,Sample Size,Multivariate Analysis

Environmental chemistry has been a research subject for master thesis and doctoral dissertations since the end of 1980s. Because of the wide usage of in literature, it is essential to draw a framework about the subject. For this reason, content analysis is conducted to analyze master thesis and doctoral dissertations about Environmental Education, which were published in the last five years, 2011-2015. In this study 69 master thesis and 18 doctoral dissertations were analyzed regarding; &quot;publication date, total page number, academic title of the advisors, gender of authors, research type, research model, sampling method, sample size, grade level of sample and analysis method&quot;. Result of the study indicates that quantitative methods are preferred in master thesis, on the other hand mixed type methods are preferred in doctoral thesis and also &quot;convenience sampling&quot; was frequently preferred as sampling method and sample size was generally about &quot;301-350 people&quot; because researchers preferred survey model.
What Keeps Students with Disabilities from Using Accommodations in Postsecondary Education? A Qualitative Review
Author: Lyman, Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Disabilities,Academic Accommodations (Disabilities),Postsecondary Education,Testing Accommodations,Barriers,Semi Structured Interviews,Student Personnel Services,Teacher Student Relationship,Hermeneutics,Student Empowerment,Self Concept,Independent Living,Social Attitudes,Attitudes toward Disabilities,Knowledge Level,Student Attitudes,Qualitative Research

Past research has shown that students with disabilities (SWD) at the postsecondary level who use accommodations demonstrate greater academic achievement and higher graduation rates. Only limited research has been conducted to identify the barriers they face in using accommodations, and that research has not sampled a population specifically identified as having faced such barriers. Through interviews with SWD identified as having faced barriers to using accommodations, this study identified six themes; four were considered complex, as they contained subthemes. The four were a desire for self-sufficiency, a desire to avoid negative social reactions, insufficient knowledge, and the quality and usefulness of disability student services and accommodations. The two straightforward themes were negative experiences with professors and fear of future ramifications. It is hoped that these findings help disability student services providers and SWD make better and more informed decisions regarding the use of effective accommodations.
Classroom Audio Distribution in the Postsecondary Setting: A Story of Universal Design for Learning
Author: Flagg-Williams, Joan B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Classroom Techniques,Teacher Surveys,Student Surveys,Access to Education,Teaching Methods,Audio Equipment,Acoustics,Questionnaires,Human Factors Engineering,Self Esteem,Teacher Attitudes,Student Attitudes,Academic Achievement,Technology Uses in Education,Foreign Countries,Qualitative Research,Statistical Analysis

Classroom Audio Distribution Systems (CADS) consist of amplification technology that enhances the teacher's, or sometimes the student's, vocal signal above the background noise in a classroom. Much research has supported the benefits of CADS for student learning, but most of it has focused on elementary school classrooms. This study investigated the effects of CADS in the postsecondary setting. Surveys and focus groups were used to elicit the perspectives of both students and professors toward CADS in university classrooms, revealing many themes and multidimensional attitudes. Teachers' and students' perspectives are considered within the principles of Universal Design for Learning (UDL), which encourages a flexible approach toward teaching in order to include as many different types of students as possible in the learning process. CADS is seen as one way to support UDL in higher education settings.
A Qualitative Research on Active Learning Practices in Pre-School Education
Author: Pekdogan, Serpil
Date: 2016-09-00
Type: Journal Articles
Subjects: Qualitative Research,Active Learning,Preschool Education,Preservice Teachers,Student Teacher Attitudes,Semi Structured Interviews,Content Analysis,Case Studies,Classroom Environment,Teacher Role,Creative Thinking,Learning Activities,Holistic Approach

In educational environments prepared based on the active learning method, children learn with interest and pleasure, doing and experiencing, and directly through their own experiences. Considering the contributions of the active learning method and the educational environments designed based on it to children's development, it can be said that determining pre-service pre-school teachers' views about this topic will create a difference in the progress of the education system from the traditional model to the modern model and, most importantly, in providing children with better learning experiences. Taking this idea as a basis, the present study aims to explore the use of active learning practices in pre-school education based on pre-service pre-school teachers' views. The research data were obtained via semi-structured interview form and analyzed through content analysis. 30 pre-service teachers attending the third grade at the department of pre-school education participated in the study. The research findings indicate that the pre-service teachers think with regard to active learning practices in pre-school education that active learning practices in which teachers guide and support children's learning and a lot of activity processes are offered in a balanced and holistic way should be carried out in well-equipped classrooms that provide children with an area of movement.
Academic Students' Attitudes toward Students with Learning Disabilities
Author: Gonen, Ayala
Date: 2016-09-00
Type: Journal Articles
Subjects: Student Attitudes,Learning Disabilities,Attitudes toward Disabilities,Questionnaires,Self Concept,Correlation,Friendship,Foreign Countries,College Students,Hypothesis Testing,Intellectual Disciplines,Student Characteristics,Statistical Analysis

Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different scales were used: (1) Students' Attitudes scale toward students with learning disability; (2) Students' Self-image scale. Results: (1) the student attitudes scale were found to be relatively high. (2) A significant positive relationship was found between students' attitudes and their self-image. (3) More positive attitudes were found among those students who have friend with learning disabilities. Conclusion: The results of this study indicate the necessity of reinforce students self-image and to encourage the students to socialize with students who have LD, in order to strengthen the positive and favorable attitudes of students at the academy, which will positively have impact on the success of the integration of students with learning disabilities into the community and society.
The Evaluation of World Literature Courses in Turkish Language Teaching Departments Based on Conceptual Field
Author: Uysal, Basak
Date: 2016-10-00
Type: Journal Articles
Subjects: World Literature,Turkish,Literature,Second Language Programs,Second Language Instruction,Cultural Pluralism,Qualitative Research,Course Evaluation,College Credits,Departments,Universities,Outcomes of Education,Interdisciplinary Approach,Novels,Units of Study,Authors,Teacher Education,Course Content,Foreign Countries

In this study, World Literature course that are given in Turkish Language Teaching Departments of the universities in Turkey have been evaluated within the scope of &quot;World Literature&quot; that was used by Goethe in the 1820s and developed afterwards. With the purpose of conducting this evaluation, course contents of World Literature of Turkish Language Education Departments in Turkey and European Credit Transfer System forms have been obtained, and these contents have been examined within the context of the conceptual field that is pointed out by the definition. In this study where document analysis was used among the qualitative research methods, the data have been evaluated under the headings of &quot;learning outcomes&quot; and &quot;course flow chart&quot; based on multiculturalism, multidiscipline and multitime which are the key words of world literature. The first remarkable point is tackling the topic of Turkish literature as a world literature sub-unit that is independent from East and West. Considering the axis of the study, it is observed that the Turkish language teaching programs focus on the relationship between written work and writer within the scope of multiculturalism in world literature teaching course. These written works exceed beyond the culture elements they belong to, and they are worldwide famous and generally novels.
The Impact of High School Extracurricular Involvement on the Postsecondary Outcomes of Deaf and Hard-of-Hearing Youth
Author: Schoffstall, Sarah
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Students,Extracurricular Activities,Student Participation,Postsecondary Education,Outcomes of Education,Deafness,Hearing Impairments,Civil Rights Legislation,Disabilities,Federal Legislation,Educational Legislation,Equal Education,Longitudinal Studies,Special Education,Transitional Programs,Predictor Variables,Independent Living,Employment Potential,Educational Attainment,Student Attitudes,Self Concept,Beliefs,Adolescent Development,Achievement Tests,Incidence,Life Satisfaction,Socioeconomic Status,Gender Differences,Academic Achievement,Scores,Regression (Statistics)

Involvement in extracurricular activities provides youth with opportunities to develop important personal skills, abilities, and preferences, and to build meaningful social support networks. Historically, students who are deaf or hard of hearing (SDHH) have had limited access to opportunities for both academic and occupational development, including extracurricular participation, although legal changes such as the Americans with Disabilities Act (1990) and the Individuals with Disabilities Education Improvement Act (2004) have shifted this landscape. Drawing from data available in the National Longitudinal Transition Survey 2 (NLTS2) and controlling for demographic covariates, we examine the predictive role overall extracurricular involvement and the breadth of that involvement play in postsecondary outcomes, including education, employment, independent living, and self-beliefs, for approximately 1,000 SDHH ages 14 to 18. We also describe the extracurricular activities in which SDHH are most often involved. Our findings suggest that overall involvement in extracurricular activities significantly predicted independent living, and that involvement in more than one activity significantly predicted postsecondary enrollment. We also discuss the limitations of the study design and implications for future research. It is clear that participation in extracurricular activities in high school benefits SDHH later in life.
Collaborative Writing in the Postsecondary Classroom: Online, In-Person, and Synchronous Group Work with Deaf, Hard-of-Hearing, and Hearing Students
Author: Schley, Sara
Date: 2016-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Graduate Students,Deafness,Partial Hearing,Synchronous Communication,Sign Language,Interaction,Cooperative Learning,Preservice Teacher Education,Group Activities,Computer Uses in Education,Observation

This project investigated the use of alternate methods of classroom interaction and communication to foster collaborative learning in diverse classrooms. Deaf, hard-of-hearing (DHH), and hearing students taking a graduate course in teacher education participated in lab sessions where interactions occurred via articulated speech and/or sign language and text-based chat interactions. The students interacted further using a collaborative tool to co-construct a group document. Results suggest that including this kind of tool in the classroom can significantly increase access to collaborative learning opportunities for students with a variety of special needs. While this study used DHH and hearing students who worked together in groups as the test case, the findings may be applicable to other groups with communication or language difficulties.
The Ethics of Conferring Parental Advantage: A Question of Parental Liberty versus Societal Equality
Author: Roberts, J. Kessa
Date: 2016-00-00
Type: Journal Articles
Subjects: Ethics,Parent Child Relationship,Advantaged,Social Status,Child Rearing,Family Relationship,Criticism,Social Differences,Moral Values

In raising their children, parents confer certain advantages upon them. Harry Brighouse and Adam Swift argue that because these parental advantages increase inequality, parents should have the right to confer only advantages that are integral to the core good of the parent-child relationship: building an intimate relationship between parent and child. Inherent in this debate is a tension between family liberty and societal equality and begs the following question: do we prioritize the personal liberty of parents to confer advantages on their children regardless of whether it maintains or even exacerbates inequalities, or do we most value the promotion of societal equality even if it means restricting parents' liberties in the rearing of their children? In order to argue for the limitation of parental advantage, a criterion that is adequate for this intrusion into family life must be used. For such a criterion, the author turns to the arguments that Brighouse and Swift present in their book &quot;Family Values: The Ethics of Parent-Child Relationships.&quot; In order to apply Brighouse and Swift's argument, one must consider several factors of the advantage conferral including who confers the advantage, why the advantage is conferred, and where the advantage is conferred. In the author's critique of Brighouse and Swift's position, she considers the implications of each of these three factors in using their argument to limit the advantages parents confer upon their children. Upon evaluating these factors, she finds their argument for the limitation of parental advantage problematic and, therefore, conclude the paper by proposing an alternative solution to reducing societal inequality.
Academic Advising as an Intervention for College Students with ADHD
Author: D'Alessio, Kathleen A.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Attention Deficit Hyperactivity Disorder,Academic Advising,Intervention,Coaching (Performance),College Readiness,Goal Orientation,Accountability,Interpersonal Relationship,Private Colleges,Small Colleges,Executive Function,Self Control

An innovative approach to academic advising is being proposed as an intervention for college students with attention deficit hyperactivity disorder (ADHD). This is a student-centered developmental approach that includes specific elements of coaching, such as open-ended questioning, creating a safe space for students with challenges in self-regulation and executive function, and holding students accountable for their actions. Given the ubiquitous nature of academic advising on college campuses, this hybrid advising model can have a significant impact on the graduation and retention rates of students with ADHD who might otherwise drop out of college, despite having the competencies necessary for postsecondary success. Five students with ADHD were tracked at a small private college in the Northeast as they met with their advisors over 15 weeks. Their comments illustrate the five components of intervention advising for ADHD: the advisor-advisee relationship, postsecondary readiness, goal-setting, action steps/implementation, and accountability.
The Use of Extended Time by College Students with Disabilities
Author: Spenceley, Laura M.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Students,Disabilities,Testing Accommodations,Public Colleges

College students with disabilities represent approximately 11% of the general college population (U.S. Department of Education, 2013). These students are entitled to a variety of academic accommodations, including extended time to complete tests. Although extended time is frequently requested and granted, little empirical attention has been given to its use for exams taken by students with disabilities in a college classroom sample. The current study sampled records that were collected on all exams completed with extended time during two semesters at a midsize public university in the Northeast. The study explored two broad questions: What portion of typical time and extended time do students with disabilities use to complete exams? How does that use of time vary across common disabilities? Our findings indicated that more than half of the tests administered with extended time were completed within the time given to students in the sample classroom who took the tests. We also found, unexpectedly, that 12.9% of exams were completed in more than the extended time allotted. In this paper we discuss issues disability services providers could consider when making decisions about the provision of extended time and make recommendations for future research.