ethanporcaro/eric-fulltext-meta huggingface dataset:
Defying Definition: Rethinking Education Aid Relationships in Solomon Islands
Author: Spratt, Rebecca
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Financial Support,Educational Finance,Government Employees,Human Resources,Labor Force Development,Classification,Discourse Analysis,Ethnography,Partnerships in Education,Semi Structured Interviews,Administrator Attitudes,Correlation,Indigenous Knowledge,Cultural Influences,Cultural Awareness

The discourse of aid--its language, structures and practice--powerfully ascribes roles and attributes to those involved in aid relationships such as developed/developing, partner, recipient/donor etcetera. This discourse is driven by a complex system of diverse and often competing ideas, values, actors and relationships, within which individuals must make sense of their role and agency at both professional and personal levels. While recent years has seen much focus on improving relationships by reordering some of these categories, little research has investigated how individuals themselves make sense of all this, and how it then influences their practice. The research presented in this article investigated the professional subjectivities of a small group of public servants working for the Ministry of Education and Human Resource Development in Solomon Islands. The primary aim of the research was to explore the ways in which professional subjectivity is influenced by, and influences, aid relationships in Solomon Islands. The research findings demonstrate the complexity and multiplicity of professional subjectivities within the education sector in Solomon Islands and provide insight into how this impacts on aid relationships and aid effectiveness. The research findings highlight the need to move beyond reified binaries of &quot;self&quot; and &quot;other&quot; and resist the appeal of bounded categorisations of aid actors. Embracing the dissonance inherent in aid relationships and continually reflecting on the dynamic interaction between discourse, professional subjectivities and individual agency are offered as potential means for strengthening education aid relationships across Oceania and beyond.
Knowledge of Parents of Children with Autism Spectrum Disorder of Behavior Modification Methods and Their Training Needs Accordingly
Author: Deeb, Raid Mousa Al-Shaik
Date: 2016-00-00
Type: Journal Articles
Subjects: Knowledge Level,Parents,Children,Autism,Pervasive Developmental Disorders,Behavior Modification,Foreign Countries,Generalization,Reinforcement,Gender Differences,Age Differences,Educational Attainment,Surveys,Statistical Analysis,Punishment,Discipline

The study aimed at identifying knowledge of parents of children with autism spectrum disorder of behavior modification methods and their training needs accordingly. The sample of the study consisted of (98) parents in Jordan. A scale of behavior modification methods was constructed, and then validated. The results of the study showed that the knowledge of the parents of children with autism spectrum disorder was medium. The highest percent was for satiation style, and the least for generalization style. The study also revealed that parents need to be trained in six methods of behavior modification. The most important need was for generalization style then the effectiveness of reinforcement. Study finally revealed that there are significant differences in parents' knowledge of behavior modification due to parent's gender in favor of mothers but there were no significant differences due to parents' education, child's gender, and child's age.
Negotiating Multiple Audiences of L2 Learners on Facebook: Navigating Parallel Realities
Author: Shafie, Latisha Asmaak
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Networks,College Students,Second Language Learning,English (Second Language),Language Proficiency,Telecommunications,Case Studies,Semi Structured Interviews,Group Discussion,Identification (Psychology),Language Usage,Foreign Countries

As social network sites have become popular with university students, it is easier to understand how students employ social network sites seamlessly in their academic and personal lives. L2 learners often employ Facebook to improve their English language proficiency by communicating with their native and non-native English speakers. Facebook is considered as collapsed contexts where L2 learners navigate with their numerous multiple audiences at the same time. The study investigated the strategies L2 learners negotiate multiple audiences on Facebook. The study employed a qualitative multiple case study of three L2 learners who were Facebook users. The participants' Facebook accounts were observed for 14 weeks, and they were interviewed using semi-structured interview. The findings of the study suggest that L2 learners use four strategies to navigate their multiple audiences such as participating in closed Facebook group discussions, only commenting on relevant posts, constructing different online identities and choosing the language of the posts and comments depending on the audience. The audience management strategies used by L2 learners are determined by the informants' personal preferences.
Sadako and the Thousand Paper Cranes: The Dialogic Narrative in the Educational Act
Author: Al-Jafar, Ali A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Literature,War,Institutionalized Persons,Values,World History,Asian History,Qualitative Research,College Students,Student Journals,Student Projects,Peace

This study used the story of &quot;Sadako and the thousand paper cranes&quot; by Coerr (1977) to discover similarities between the events of August 1945 in Hiroshima and the events of August 1990 in Kuwait. The participants in a children's literature class at Kuwait University folded paper cranes and wrote in their journals to answer two questions: (1) what is the importance of the story of Sadako, the Japanese girl, in introducing the issue of Kuwaiti prisoners of war? and (2) what are the educational values that Kuwaiti students can extract from Sadako's story? Three techniques were used, with a special focus on the participants' remarks and their impressions of those remarks in written form. The researcher counted nine values that the participants mentioned while they folded the paper crane and five values after they realized the crane's meaning. Several recommendations, suggestions, and remarks are also proposed.
Who Is My Neighbour? Unleashing Our Postcolonial Consciousness
Author: Fox, Christine
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Education,International Education,Ethics,Empathy,Foreign Countries,Criticism,Educational Quality,Social Change,Cultural Pluralism,Neighborhoods,Foreign Policy,Language of Instruction,Politics,Global Approach,Civil Rights,Pacific Islanders

It is all too easy to be discouraged, indeed, outraged, by the continuing state of socio-economic inequality and the fragility of &quot;the neighbourhood&quot; (our world) in a deteriorating, conflict-ridden environment. As educators, we struggle with the perceived lack of educational quality, relevance, and ethics of policy and practice. Education systems tend to reflect the political ideologies of the day, many of which are socially and economically divisive and hostile to equitable change. It is crucial to condemn, in the strongest manner, current racist, separatist, and discriminatory views that tend to permeate our social media space, affecting public attitudes. Comparative and international education theorists and practitioners can play a crucial role in critiquing, through the lens of critical postcolonial awareness, such socio-political constructions of society and education. The observations made in this article refer in particular to comparativists in Oceania, a region containing both large economies such as Australia, and small Pacific island states. This paper sets out an argument for &quot;unleashing our global postcolonial consciousnesses&quot; to effect change, acting with non-violence and empathy in an intercultural, ethical, and actionable space (Ermine, 2007; Sharma-Brymer, 2008).
An Application Model of Reality Therapy to Develop Effective Achievement Goals in Tier Three Intervention
Author: Sunawan
Date: 2016-00-00
Type: Journal Articles
Subjects: Therapy,Goal Orientation,Achievement Need,Response to Intervention,Teacher Role,Counselor Role,Counseling Techniques

This article describes an application of reality therapy to developing effective achievement goals for students in tier three of a tiered response to intervention approach. The roles of teachers and school counselors, to improve effective achievement goals, are briefly discussed as a frame for applying reality therapy. The application model includes procedures for assessing students' ineffective achievement goals, interpretation of achievement goals from a reality therapy perspective, counseling steps, and purposes of counseling. Counseling steps are based on the WDEP system, which consists of analysis of wants and needs, direction and doing, self-evaluation and planning. The purposes of reality therapy can be applied as the basis for developing and implementing students' new effective achievement goals.
Solving Geometric Problems by Using Algebraic Representation for Junior High School Level 3 in Van Hiele at Geometric Thinking Level
Author: Suwito, Abi
Date: 2016-00-00
Type: Journal Articles
Subjects: Geometry,Problem Solving,Algebra,Junior High School Students,Learning Theories,Secondary School Mathematics,Thinking Skills,Logical Thinking,Foreign Countries,Grade 9,Nonverbal Ability,Multiple Choice Tests

This study aims to determine the ability of algebra students who have 3 levels van Hiele levels. Follow its framework Dindyal framework (2007). Students are required to do 10 algebra shaped multiple choice, then students work 15 about the geometry of the van Hiele level in the form of multiple choice questions. The question has been tested levels of validity and reliability. After learning abilities and levels van Hiele algebra, students were asked to answer two questions descriptions to determine the ability of students in answering the question of algebraic geometry punctuated by interviews. From this study illustrated that students who have achieved level 3 van Hiele able to properly solve problems of algebraic geometry in the content by utilizing the deduction reasoning thinking skills to build the structure geometry in an axiomatic system in solving the problems faced. Teachers play an important role in pushing the speed students through a higher level of thinking through the right exercises. Suggestions for further research can develop on different topics but still within the context of algebraic geometry.
The Impact of Bilingualism on the Creative Capabilities of Kindergarten Children in Riyadh, Saudi Arabia
Author: Al Saud, Al Johara Fahad
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingualism,Kindergarten,Monolingualism,Scores,Young Children,Comparative Analysis,Second Language Learning,Statistical Significance,Age Differences,Creative Thinking,Creativity Tests,Hypothesis Testing,Creativity

Saudi Arabia is one of the countries that encounter the issue of bilingualism due to the spread of private schools that offer programs in different languages. This research is an attempt to investigate the impact of bilingualism on the creative capabilities (Fluency, Flexibility, Originality, Details) of kindergarten children in Riyadh. It aims at identifying the differences in the creative competences among children (monolingual and bilingual) in Saudi Arabia. To achieve the goals of the study, the researcher used the experimental method, as it is convenient to the nature of the study. She used the scale of Torrance of creative capacity in order to identify the creative abilities of children. The sample was randomly chosen and divided into two groups: the bilingual group (n = 40), and the control monolingual group (n = 40). Results showed that there were statistically significant differences at (a = 0.05) between the mean scores of monolingual kindergarten children and the mean scores of bilingual kindergarten children in some creative capabilities in favor of monolingual children of the study. In light of the findings, the researcher recommended the need of resolving the controversy over the issue concerning when children can start to learn a foreign language.
Parents' Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia
Author: Alotaibi, Faihan
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Autism,Pervasive Developmental Disorders,Inclusion,Foreign Countries,Early Intervention,Children,Government Role,Specialists,Best Practices,Parent Surveys,Statistical Analysis

The present study sought to examine parents' perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.
School Principals' Authentic Leadership and Teachers' Psychological Capital: Teachers' Perspectives
Author: Feng, Feng-I
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Teacher Administrator Relationship,Foreign Countries,Correlation,Asians,Teacher Characteristics,Questionnaires,Likert Scales,Administrator Behavior,Statistical Analysis,Psychological Patterns,Resilience (Psychology),Self Efficacy

This study examined teachers' perceptions of principals' authentic leadership and the relationship of authentic leadership to teachers' psychological capital in Taiwan. A total of 1,429 elementary and secondary school teachers were surveyed. The results showed that teachers perceived their principals' authentic leadership as moderate and that the principals' practice of authentic leadership was influenced by culture. Moreover, the principals' authentic leadership was found to be positively and significantly associated with teachers' psychological capital. This study provides empirical evidence to support a theoretical argument suggesting that authentic leadership fosters positive psychological capital among the members of an organization.
The Comparative Study of Morals and Democracy and Their Effect on the Behavioral Reflections of Khawaja Nasir Al-Din Tusi and John Dewey
Author: Mirzaei, Khalil
Date: 2016-00-00
Type: Journal Articles
Subjects: Moral Values,Democracy,Islam,Philosophy,Comparative Analysis,Reflection,Behavior Patterns,Educational Philosophy

This study was aimed at comparatively analyzing morals and democracy from John Dewey and Khawaja Nasir al-Din Tusi's viewpoint. It also sought the effect of the two philosophers' viewpoint about morals and democracy and behavioral reflections. The purpose of this study was also to become familiar with the effect of morals and democracy on behavioral reflections of John Dewey (as the west representative of the behavioral reflection). It also tries to familiarize the readers with Khawaja Nasir al-Din Tusi's view point as the Iranian and Islamic representative of the behavioral reflections. The similarities and differences existed among the mentioned philosophers were identified. This was a descriptive and analytical research study. The study investigated the philosophers' opinions with regards to human beings, morals and democracy and their effect on the education and training. The results of the study showed that there are differences between John Dewey and Khawaja Nasir al-Din Tusi's view point about human beings, morals and democracy. The differences were effective on their behavioral reflections, too.
Early Intervention Services, Importance and Availability Extent from Workers Point of View, Who Serves in the Intellectual Disability Centers in Ma'an, Jordan
Author: Almsbhieen, Moneera Meheel
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Intervention,Intellectual Disability,Gender Differences,Experience,Teacher Qualifications,Specialists,Special Schools,Children,Questionnaires,Statistical Analysis,Multivariate Analysis

This study aims to highlight the importance of early intervention as to intellectual disabled children, level of its availability through the point of view generated from workers in Intellectual disability centers at Ma'an-Jordan. Moreover, we shall discuss herein the differences that carry statistical significance in early intervention services offered for intellectual disabled children that may be attributed to variables of gender, experience, qualification, specialty and center location. The study sample has been formed from all workers at centers derived from the Ministry of Social development that offers its services to the intellectual disabled children, totaled at 44 (13 males and 31 females). In order to achieve the study aim, the researcher developed the study tool represented by a questionnaire consisting of two scopes; Importance of early intervention and its availability level, of 37 items. After confirming the tool stability and accuracy it has been applied on the study sample, then data was collected. We employed statistical methods; Pearson correlation coefficients, SMAs, Standard deviations and analyzing the multiple contrast. The outcomes refer that the early intervention services importance is extremely high, and its availability is also at good level in the intellectual disability centers at Ma'an city. There were not differences of statistical significance at 0.5 level as to early intervention services importance offered for intellectual disabled children which are attributed to variables; gender, experience, qualification, specialty and center location. On the other hand, it was noticed the absence of differences of statistical significance at the level of early intervention services offered for intellectual disabled children that may be attributed to variables; gender, experience, qualification and specialty. While we noticed that there are differences of statistical significance as to the location variable. On the light of the generated outcomes we presented herein guiding and educational instructions in that regard.
Effectiveness of Interactive Multimedia Based Learning Model in Engineering Mechanics
Author: Tambunan, Hamonangan
Date: 2016-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Engineering Education,Mechanics (Physics),Vocational Education,Middle School Students,Teaching Methods,Models,Foreign Countries,Computer Assisted Instruction,Questionnaires,Interviews

Now the demand for skilled labor is urgent. Development of skilled labor has been done in various ways either through education and training. Indonesia, especially North Sumatra state nurture some vocational schools that produce graduates which are expected to be ready for working, but have not been able to meet these expectations. Therefore we face how to build a learning that is intended to establish effectively the competence of Vocational Middle School students. In this study, we propose an interactive multimedia-based learning model in teaching engineering mechanic competence. The results of empirical data showed significant evidence supports our proposition. It explores an important issue in developing the learning model of student competence in the field of engineering mechanic.
Students' Perceptions of Teacher Support, Numeracy, and Assessment for Learning: Relations with Motivational Responses and Mastery Experiences
Author: Federici, Roger Andre
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Teacher Student Relationship,Social Support Groups,Numeracy,Student Evaluation,Homework,Relevance (Education),Learning Motivation,Academic Persistence,Mastery Learning,Age Differences,Instructional Program Divisions,Data Analysis,Structural Equation Models,Correlation,Educational Environment,Outcomes of Education,Factor Analysis

We explored a theoretical model of relations between students' perceptions of emotional support, numeracy, and assessment for learning and their perceptions of relevance of schoolwork, motivation, persistence, and mastery experiences. We also investigated possible differences between students in lower- and upper secondary school. Participants were 44,702 students in 8th to 13th grade in Norway. The data was analyzed by means of structural equation modeling. The results revealed moderate to strong correlations between the three aspects of the learning environment. In general, they related positively to the outcome variables. However, the relations were almost entirely mediated through relevance and motivation. The present study adds to our understanding of how to work with the learning environment.
The Development and Proposal to Incorporate Multi-Integrated Instructional Strategies into Immigrant Chinese Language Classes
Author: Cai, Qiao Yu
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Immigrants,Second Language Learning,Second Language Instruction,Acceleration (Education),Learning Theories,Adult Education,Neurolinguistics,Brain Hemisphere Functions,Neurosciences,Language Teachers,Foreign Countries

Due to globalization and the formation of the global village, people worldwide interact in multiple languages frequently. Concurrently, there has been an increase in motivation to learn different languages for individual purposes. As well, we see that the importance of language education is also being promoted. Past language methods have merit, such as visual aids, but it is not a good idea nor appropriate for teachers to just follow suit without considering the language system of the learners, the country of origin of the learners, and the various background and culture of the learners. In view of these characteristics of immigrants as adult learners participating in Chinese language classes, which are different from adult learners of other languages, this paper tries to develop multi-integrated instructional strategies, which include supportive strategy, auxiliary strategy and core strategy. These strategies are based on theories of accelerated learning, whole brain learning, and situated learning. I propose that Chinese language teachers use these strategies in classes for immigrants. The strategies developed will have implications for immigrants, teacher educators, language program administrators, and other stakeholders in similar contexts.