ethanporcaro/eric-fulltext-meta huggingface dataset:
Fighting Illiteracy in the Arab World
Author: Hammud, Muwafaq Abu
Date: 2017-00-00
Type: Journal Articles
Subjects: Illiteracy,Arabs,Foreign Countries,At Risk Persons,Socioeconomic Influences,Political Issues,Social Influences,Violence,Cultural Influences,Cultural Awareness,Democracy,Government Role,Literacy Education,Terrorism,War,Intervention

Illiteracy in the Arab world is becoming an urgent necessity particularly facing problems of poverty, ignorance, extremism, which impede the required economic, social, political and cultural development processes. Extremism, violence and terrorism, in the Arab world, can only be eliminated by spreading of knowledge, fighting illiteracy. The study shows that illiteracy rate among males in the Arab world is 25% for males, (46%) for Females. Results of the study show that if the educational situation in all Arab countries does not change, illiteracy rates will increase in the Arab world, and the number of illiterates in the Arab world will reach 49 million in the category of age of 15 years, and by 2024,it may reach 5.5 million of youth (15-24 years). The study identifies factors affecting the rise of illiteracy in the Arab world, particularly: &quot;Low economic level of many Arab countries, the growing security, political turmoil and internal problems experienced by most Arab countries, Social reasons, and random policies and contradiction in the trends and areas of combating illiteracy.&quot; The study concluded that illiteracy has a significant impact on social behavior, and that democracy, political participation, violence, cultural development, respect, pluralism, and accepting diversity, are all affected by illiteracy. The study recommends that Arab governments must formulate clear strategies linked to development plans to save 100 million Arab citizens who suffer from illiteracy, and ignorance. Illiteracy is to be taken seriously because it entails misunderstanding democracy, lack of youth interest in political affairs, corruption, and therefore the absence of comprehensive reform programs.
The Efficacy of a PD Program on Enhancing On-the-Job Teaching Skills
Author: Sidky, Gihan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Graduate Study,Instructional Effectiveness,On the Job Training,Teaching Skills,Second Language Instruction,English (Second Language),English Teachers,Methods Courses,Majors (Students),Pretests Posttests,Questionnaires,Knowledge Level,Student Satisfaction,Graduate Students,Student Needs,Expectation,Student Improvement,Pilot Projects,Correlation,Statistical Analysis,Faculty Development

This study assessed the methods of teaching English course taught at the general diploma at the college of Graduate Studies in Education, Cairo University in light of English teachers' needs and expectations. The Methodology course was reconstructed using the premises of students centered teaching techniques and taking into consideration what is identified by teachers as their basic needs to improve teachers' linguistic skills and to allow teachers to get acquainted with recent teaching techniques that focus on enhancing the qualifications of the graduate students. The participants in the study were 50 English teachers who graduated from faculties of tongues and arts, English major. They were studying to get a general diploma in education. Some of them had different years of English teaching experience and others never taught in their life. Three instruments were implemented to elicit teachers' needs from the methods of teaching English course: a pilot study to elicit teachers' needs and expectations of the methodology course and a directed questionnaire that resulted in a number of suggested topics to be included in the methodology course. A pre and a posttest were administered before and after the implementation of the program to record changes in teachers' knowledge and skills due to the application of the revised course. Teachers' responses showed that the participants were dissatisfied with the topics and applications offered by the methods of teaching English course in its first form and suggested a number of topics and applications to be added to satisfy their future needs and expectations. The program was revised and reconstructed in light of teachers' needs and it was taught for two semesters during the academic year 2014/2015. The results showed a noticeable improvement in teachers' knowledge and skills, which were manifested in teachers' responses to the posttest.
Technology and Early Science Education: Examining Generalist Primary School Teachers&apos; Views on Tacit Knowledge Assessment Tools
Author: Hast, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Technology Uses in Education,Foreign Countries,Teacher Attitudes,Scientific Attitudes,Qualitative Research,Professional Continuing Education,Faculty Development,Knowledge Level,Semi Structured Interviews,Elementary School Science,Teaching Experience,Grounded Theory,Concept Formation,Computer Software,Science Instruction,Information Technology,Science Achievement

For some time a central issue has occupied early science education discussions--primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers' own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of so-called tacit knowledge and its potential benefits for supporting conceptual development in children. However, the incorporation of such tools would depend on teachers' willingness to use it. Taking a qualitative approach through interviews, the present study examined 12 generalist primary school teachers' views on science education and their perceptions of tacit knowledge assessment as an approach to facilitating conceptual change. The overall results indicate positive attitudes embedded within a model centred on trust and responsibility of learning. These findings support the use of relevant software for teaching children by emphasising the willingness of teachers to use such technology, which has further consequences for continuing professional development of classroom teachers who do not have formal science backgrounds, which in turn should promote science achievements among students.
The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction
Author: Tanujaya, Benidiktus
Date: 2017-00-00
Type: Journal Articles
Subjects: Thinking Skills,Mathematics Instruction,Correlation,Mathematics Achievement,College Students,College Mathematics,Critical Thinking,Creative Thinking,Problem Solving,Scoring Rubrics,Grade Point Average,Foreign Countries,Statistical Analysis,Scores

Higher order thinking skills (HOTS) is one of important aspects in education. Students with high level of higher order thinking skills tend to be more successful. However, do this phenomenon also happen in the learning of Mathematics? To answer this question, this research aims to study the relationship between HOTS and students' academic performance in Mathematics instruction. The research is conducted by occupying correlation research method on 41 students of mathematics education in university of Papua who had already completed 120 credits. The instrument in a test format for HOTS measurement has two main indicators; the critical thinking skill and creative thinking skill. Students are selected as research subjects, and are asked to do 9 questions of HOTS test in 60 minutes. The holistic rubric is used to assess the higher order thinking skills of students. The results of research show that these two variables have a high value of correlation (r = 0.814) and the regression equation is grade point average = 2,105 + 0,017 HOTS. Both of statistics show that there is a significant relationship between HOTS and students' academic achievement.
Teachers&apos; Views on the Implementation of the English Language Proficiency Programme in Namibia
Author: Ngololo, Elizabeth N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Program Implementation,Language Proficiency,Foreign Countries,English (Second Language),Second Language Instruction,Summative Evaluation,Qualitative Research,Phenomenology,Faculty Development,Content Analysis,Elementary School Teachers,Secondary School Teachers,Program Development,Program Administration,Focus Groups

The study explores teachers' views on the impact of the English Language Proficiency Programme in Namibian schools that was implemented over a period of five years, from 2011 to 2015. The program aimed at improving teachers' proficiency in English. The summative evaluation was conducted in 2016 in the following five (5) regions: Erongo, Hardap, Khomas, Ohangwena and Omusati, selected on the basis of the level of participation and accessibility. The evaluation focused on the following aspects of the project: program development, program implementation and administration as well as assessment of learning outcomes. The study followed a qualitative approach using document analysis to inform the development of evaluation instruments and a phenomenological design to assess teachers' lived experiences during program implementation. Data was collected through focus group discussions among teachers. The study established that teachers did not appreciate the program as it was ill-planned, irrelevant to their needs and disturbed their daily routines. Nevertheless, a few teachers embraced the program and reported positive benefits in terms of teachers' career development goals. The study recommends the revision of the program in terms of content and implementation procedures. In addition, teachers' support systems, learning materials and the mode of delivery need improvement to effectively enhance teaching and learning in Namibian schools.
The Metaphorical Perceptions of Teacher Candidates Attending the Pedagogical Formation Program on Academic Staff--Gazi University Sample
Author: Arslangilay, A. Selcen
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Preservice Teacher Education,Student Teacher Attitudes,Qualitative Research,Phenomenology,Models,Figurative Language,Universities,College Faculty,Content Analysis

Teacher training in Turkey has a long history with various practices. It has taken a different dimension with training teachers through pedagogical formation program certificates that last for a short time. The aim of this research is to reveal the metaphors of teacher candidates attending pedagogical formation program towards the academic staff. The research was designed with qualitative model and phenomenology design was used. The sample of the study group was composed of 392 teacher candidates. Teacher candidates were asked to fill in the sentence; &quot;Academic staff during the pedagogical formation program is like ….….; because ………………… .&quot; The data analysis was conducted with qualitative methods. The academic staff is described in 11 basic categories. Most of these categories are made of positive behaviors composing 86.47% as guiding, advisor and counselor, the resource of knowledge and experience, constructive and developer, multi-perspective, self-developing, open to change, respectful, patient, tolerant and democratic, role model, using effective body language and presentation techniques. The remaining 4 categories are made of metaphors presenting the negative behaviors of academic staff reflecting 14.03% of teacher candidates: just narrating, not communicating enough, authoritative and oppressive, behaving inconsistently and irresponsive, non-communicative and with high ego.
Relationship between Students&apos; Perception toward the Teaching and Learning Methods of Mathematics&apos; Lecturer and Their Achievement in Pre-University Studies
Author: Ahmad, Nor Amalina
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teaching Methods,Mathematics Instruction,Mathematics Teachers,Foreign Countries,Teacher Effectiveness,Student Surveys,Questionnaires,Mathematics Achievement,Likert Scales,College Bound Students,Correlation,Gender Differences,Student Evaluation of Teacher Performance,Teacher Student Relationship,Statistical Analysis

The academic performance of students is affected by many factors, including effectiveness in teaching, the subjects taught and the environment as well as the facilities provided. The purpose of this study is to determine the relationship between students' perceptions of the teaching and learning towards the lecturers with their achievements in Mathematics at the Centre for Pre University Studies. The study was a descriptive study in which a survey research design was adopted. A total of 841 students from the centre participated in the study. The data were collected through student's questionnaire. The questionnaires consisted of 26 questions. 5-Likert Scale questionnaires used in this study focused on the five categories of students' perceptions; teaching, evaluations, subjects, guidance and environment dimensions. The findings revealed that there is no significant correlation between the average scores of students' perceptions of teaching and learning towards the Mathematics lecturer with the average scores Mathematics achievement of the students. The study also revealed that there are no significant differences between the average scores of male and female students' perceptions of the effectiveness of teaching and learning of the Mathematics lecturer. The findings of this study show that the lecturer can improve their teaching skills and techniques that are appropriate to the students.
The Effectiveness of Blackboard-Based Blended Teaching in the Development of Academic Achievement, Study Skills and Self-Confidence among Students of Princess Nourah bint Abdulrahman University
Author: Al-Otaibi, Wadha H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Integrated Learning Systems,Instructional Effectiveness,Academic Achievement,Study Skills,Self Esteem,Foreign Countries,College Students,Females,Experimental Groups,Control Groups,Pretests Posttests,Quasiexperimental Design,Teaching Methods,Statistical Analysis,Elementary School Teachers,Science Instruction,Universities

The present study aimed to investigate the effectiveness of blended teaching, based on the e-learning management system &quot;Blackboard,&quot; in the development of academic achievement, study skills and self-confidence among the students of Princess Nourah bint Abdulrahman University (PNU). The study sample consisted of (38) female students who were specialized in primary classroom at the University. The participants were randomly selected, where the experimental group was (21) female students who were taught the course of &quot;Science Teaching Strategies&quot; by blended teaching based on the e-learning management system &quot;Blackboard,&quot; and the control group was (17) ones who studied the course by the traditional method of teaching. Pre and post tests for academic achievement, the scale of study skills and the scale of self-confidence were applied to the participants. The results showed statistically significant differences at the level of (a = 0.05) between the average scores of the students of the two groups in the academic achievement test in favor of the experimental group. Eta squared (?[superscript 2]) was (0.75) rated very high effect. There were no statistically significant differences in both the degree of university study skills and self-confidence.
Analysis of the Problems in Language Teachers&apos; Action Research
Author: Han, Ligang
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Action Research,Research Projects,Inservice Teacher Education,Case Studies,Faculty Development,College School Cooperation,Teacher Collaboration,College Faculty,Secondary School Teachers,Second Language Learning,Qualitative Research,Statistical Analysis,English Teachers

In-service language teachers' professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers' professional development. This article reports a case study of in-service English language teachers doing action research within a collaborative action research project. The focus of the case study is upon investigating the problems and difficulties that English language teachers encounter in doing action research and some solutions to the problems are provided. This research sheds light on the practice and application of educational action research.
Consolidating the University Career Service System in Taiwan
Author: Ho, Hsuan-Fu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Unemployment,Employment Level,Labor Market,Educational Attainment,Education Work Relationship,Job Skills,Career Centers,Employment Potential,Universities,Questionnaires,College Faculty,College Students

The university graduate unemployment rate reached a record high of 6% in 2009 in Taiwan; paradoxically, business managers complained that they could not find enough qualified employees. The mismatch between knowledge taught in universities and the requests of the job market has been criticized as the main reason for the escalation of the university graduate unemployment rate. To alleviate the aforementioned crisis, this research endeavored to identify the major career services that should be provided by universities, calculate the relative importance of each career service, and determine which department should be responsible for what career services. The analytic hierarchy process (AHP) was adopted as the major research method, and a self-developed questionnaire was administered to 30 university faculty and 50 students. The results indicated that real work place practice and internships were rated as the most important career service that should be carried out by universities immediately. Moreover, the career center and academic department office are the most important offices in accomplishing the career services.
Supporting You, Supporting the Standards: AASL&apos;s Implementation Plan
Author: Keeling, Mary
Date: 2017-00-00
Type: Journal Articles
Subjects: Standards,Librarians,School Libraries,Strategic Planning,Supervisors,Administrators,Teachers,Parents,Educational Resources,Library Materials,Library Services,Stakeholders,Program Implementation,Innovation

How does an association prioritize the needs of its members as it introduces new professional standards? What strategies ensure a smooth transition from one set of standards to another? How can a school librarian use new standards to spark and maintain continuous professional growth? One way to ease the transition and prioritize the needs of members is to start by asking what members value in the current standards and what they want in the refreshed standards. AASL did just that. This article describes how AASL produced and implemented a strategic plan to identify resources for seven specific groups of people: school librarians who need help, innovative school librarians, school library supervisors, educators of librarians, school administrators, teachers, and parents. To support librarians implementing the new standards, they plan to: (1) explain the AASL Standards to school librarians, stakeholders, and partners; (2) engage innovators in developing tools to explain the AASL Standards; (3) equip practitioners to use the AASL Standards; and (4) evaluate progress and adjust for changing conditions. This article takes the reader through AASL's adoption and implementation of the new standards using a three-year strategic plan centered around these four goals.
Implementation through Innovation: A Literature-Based Analysis of the Tuning Project
Author: Pálvölgyi, Krisztián
Date: 2017-12-00
Type: Journal Articles
Subjects: Higher Education,Outcomes of Education,Foreign Countries,Teaching Methods,Educational Change,Educational Innovation,Program Implementation,International Cooperation

Tuning Educational Structures in Europe is perhaps the most important higher education innovation platform nowadays. The main objective of the Tuning Project is to develop a tangible approach to implement the action lines of the Bologna Process; thus, implementation and innovation are closely linked in Tuning. However, during its development, Tuning has evolved into a complex, multilevel policy implementation toolset with a worldwide significance. The purpose of this article is to present the complex nature of the Tuning Project, the environment and dynamics of its development, and the mechanisms of its operation from a multilevel implementation perspective, through a literature-review-based analysis.
Making Sense of an Elusive Concept: Academics&apos; Perspectives of Quality in Higher Education
Author: Nabaho, Lazarus
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Educational Attitudes,Educational Quality,Higher Education,Data Analysis,Transformative Learning,Role of Education,Quality Assurance,Qualitative Research

Objective: Since the 1990s studies on how stakeholders in higher education perceive quality have burgeoned. Nevertheless, the majority of studies on perception of quality in higher education focus on students and employers. The few studies on academics' perceptions of quality in higher education treat academics as a homogeneous group and, therefore, do not point out crossdisciplinary perspectives in perceptions of quality. This article explores how academics across six disciplines perceive quality in higher education. Method: The article is anchored in the interpretivist paradigm. Data was collected from 14 purposely selected academics at Makerere University in Uganda and analyzed using thematic analysis. Results: The findings show that academics perceive quality in higher education as transformation, fitness for purpose, and exceptional. The findings further demonstrate that a stakeholder group or an individual stakeholder can subscribe to a notion of quality in higher education but voice divergent views on its variants. Similarly, the academic discipline, the perceived purpose of higher education, and the problems within a higher education system have an influence on stakeholders' conception of quality in higher education. Conclusions: From the findings it can be inferred that quality in higher education defies a single definition and that stakeholders' perceptions of quality do not take place in a vacuum. Implication for Theory and/or Practice: The multidimensional nature of quality and the contestations around it necessitate a multidimensional approach to assuring and assessing it.
Addictions Content Published in Counseling Journals: A 10-Year Content Analysis to Inform Research and Practice
Author: Wahesh, Edward
Date: 2017-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Alcoholism,Drug Addiction,Content Analysis,Journal Articles,Periodicals,Scholarship,Educational Research,Data Analysis,Counseling Techniques,Substance Abuse,Coding,Literature Reviews

This content analysis includes 210 articles that focused on addictions topics published between January 2005 and December 2014 in the journals of the National Board for Certified Counselors (NBCC), Chi Sigma Iota (CSI), the American Counseling Association (ACA), and ACA member divisions. Results include the types of addictions content and behaviors studied as well as the populations and data analytic techniques used in the addictions research articles. Whereas most articles discussed addictions counseling techniques, addictions issues among non-clinical populations, and professional practice issues, fewer articles addressed clients in treatment, utilized clinical populations, or analyzed intervention outcomes. Implications for addictive behaviors and addictions counseling scholarship in professional counseling are discussed.