ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Perception on Postmethod Pedagogy in EFL Classes of Nepal
Author: Paudel, Pitambar
Date: 2018-05-00
Type: Reports - Research
Subjects: Teacher Attitudes,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Cultural Awareness,Foreign Countries,Professional Autonomy,Decision Making,Phenomenology,Positive Attitudes,Educational Quality,Educational Change,Culturally Relevant Education,Educational History

Discussion on the use of method and postmethod in teaching English has become a debatable issue in Nepal. Many methods emerged as reaction to others claiming each of them as the best one but questions of their practicality and utility led to the development of postmethod pedagogy. This pedagogy empowers teachers' autonomy in the classroom and encourages them to design the best alternative way from the choices on the basis of their experience, knowledge and the context. However, the inclination to method is also on the rise. Supports claim that no practice will be method free. In this context, this study attempts to explore the teachers' perception on postmethod pedagogy in English as Foreign Language (EFL) classes of Nepal. In order to achieve the designated objective, the descriptive phenomenological research design was used and 12 teachers who are teaching English at different schools in Pokhara were purposively selected. The data revealed that teachers have a positive and hopeful experience towards postmethod pedagogy and want to open quality changes in English language teaching, developing context and culture sensitive pedagogy.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2018 Fall Student Focus Group Results Summary. Publication 18.06
Author: Wang, Crystal
Date: 2019-02-00
Type: Reports - Research
Subjects: School Districts,College Readiness,College Preparation,Program Effectiveness,Knowledge Level,Facilitators (Individuals),Tutoring,Middle School Students,Grade 7,Middle Schools,Undergraduate Study,Student Attitudes,Occupational Aspiration,Access to Information,Teacher Expectations of Students,Intention,College Attendance,At Risk Students

To gather information about student perspectives of the GEAR UP program, the AISD evaluation team conducted students focus groups with students at six GEAR UP campuses in the fall of 2018. This report presents summary of findings related to students' feedback in the following areas: (1) understanding of the GEAR UP program; (2) GEAR UP facilitators; (3) GEAR UP activities; (4) intention to attend college; (5) teacher expectations; and (6) any other information students wanted to know about college.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2019 Spring Staff Focus Group Results Summary. Publication 18.16
Author: Wang, Crystal
Date: 2019-07-00
Type: Reports - Research
Subjects: School Districts,College Readiness,College Preparation,Teacher Attitudes,Program Effectiveness,School Personnel,Attitudes,Knowledge Level,Facilitators (Individuals),Expectation,Tutoring,Middle School Students,Academic Achievement,Family Involvement,Professional Development,Grade 7,Middle Schools,Undergraduate Study,At Risk Students,Career Readiness

The purpose of the staff focus groups was to gather information about staff perspectives on the GEAR UP program, their experiences with the GEAR UP program, and their support for student college preparation. Most of the focus group participants across five GEAR UP campuses understood the GEAR UP program. Many staff provided positive comments about the GEAR UP activities and GEAR UP facilitators. Staff reported they supported students' college preparation and expected their students to go to college.
The Effects of Pre-Reading Assignments on Academic Performance
Author: Snead, William R.
Date: 2023-07-23
Type: Reports - Research
Subjects: Prereading Experience,Assignments,Comparative Analysis,Academic Achievement,Lecture Method,Scores,Learning Processes,Concept Formation,Undergraduate Students,Teaching Methods,Financial Literacy,Tests,Reading Comprehension,Reading Tests,Money Management,Reading Materials,Instructional Effectiveness,Prior Learning,Pretests Posttests

This research study sought to determine whether pre-reading assignments have an impact on a student's academic performance. Learning a new topic which oftentimes seems foreign is never easy. However, reading a short article or reviewing a slide-show presentation on the lecture topic before the lecture happens (otherwise known as a pre-reading assignment) can help alleviate the many burdens of learning new in-class concepts. The research participants consisted of thirty American undergraduate college students and were divided into either a control or experimental group based on the alphabetical order of their last name. Each participant took two of the same financial literacy tests which served as their pretreatment and posttreatment comprehension tests. An elementary level article on investing from Investopedia outlined the background information of the lecture on financial literacy. The article served as the pre-reading assignment and was administered solely to the experimental group. Both groups were asked to attend a series of small interactive lectures in order to measure the difference between their pre-lecture test scores and their post-lecture test scores. The findings were analyzed statistically through three Hedge's G Tests to identify means, standard deviations, and T values. It was found that the difference in test scores between the control and experimental groups were statistically significant at a 0.05 significance level as students in the experimental group outperformed the control group by roughly 9%. Implications include the potential integration of pre-reading assignments across universities in order to help improve academic performance.
Analysis of Nepalese Post Graduate Students&apos; Errors in Writing Research Proposals
Author: Paudel, Pitambar
Date: 2022-09-00
Type: Journal Articles
Subjects: Graduate Students,Syntax,Error Patterns,Foreign Countries,Academic Language,Writing (Composition),Research Proposals,Student Attitudes,Grammar,Form Classes (Languages),Classification,Semantics,Punctuation,Language Usage,Writing Instruction,English (Second Language),Second Language Instruction,English for Academic Purposes,Language Teachers,Teacher Education Programs

With the change in socio-political and educational contexts in global academia, the trend of writing academic papers has arisen among Nepali students and educators in higher education. However, many of them are still unfamiliar with the basic standard to be incorporated in an academic paper. In this context, this study examined the post-graduate students' errors in writing research proposals. A textual analysis method was employed, where quantitative phase of analysis was followed by qualitative, and the data were collected from 24 purposively selected research proposals and from the interview with 10 students. The quantitative data were gathered from content analysis of the research proposals and qualitative data were collected from the unstructured interview. The collected proposals were studied, erroneous expressions were listed and categorized in to four parameters like grammatical errors, lexical semantic errors, mechanic errors and syntactic errors. The information from the interview was recorded, noted and analyzed. The results exhibited that (1) article and preposition usages were more persistent grammatical errors; (2) run-ons and fragmentation were more reiterated syntactic errors; and (3) uses of single lexical items were more common lexical-semantic errors and punctuation was the more regular mechanical errors. These findings reveal that students have insufficient knowledge and skills for academic writing. Therefore, they need academic writing courses, training, or workshops from the early level of their schooling. The findings of this study are useful for curriculum designers, policymakers, instructors, and students because it provides significant information on the building blocks experienced by English language learners in writing research paper.
Thematic Country Review on Upskilling Pathways for Low-Skilled Adults in France: Key Findings of the First Research Phase. Cedefop Research Paper. No. 94
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Skill Development,Adults,Unskilled Workers,Low Achievement,Program Implementation,Educational Practices,National Programs,Unemployment,Job Security,Obsolescence,Skills,At Risk Persons,Program Evaluation,Policy

This report summarises the outcomes of the first (micro) phase of the thematic country reviews (TCRs) on upskilling pathways in France, which reflect the points of view of both the beneficiaries of the outreach and guidance schemes and services under investigation, and the professionals involved in their implementation. The TCR on upskilling pathways for France highlights outreach and guidance for low-skilled adults, and the crosscutting dimensions of governance and financial and non-financial support in relation to the two areas of focus. Cedefop's work on the thematic country reviews on upskilling pathways aims at supporting Member States in the development of systematic, coordinated and coherent approaches to upskilling pathways for low-skilled adults. The aim is to undertake in-depth reviews of countries' national approaches to the implementation of the upskilling pathways Recommendation, with the support of key national stakeholders. France and Italy were the first two countries that undertook this TCR exercise in 2021; implementation is expected to last until the end of 2023. [This research paper was produced by Cedefop's Department for VET and skills.]
Principal Attrition and Mobility: Results from the 2021-22 Principal Follow-Up Survey to the National Teacher and Principal Survey. First Look. NCES 2023-046
Author: Taie, Soheyla
Date: 2023-07-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Principals,Public Schools,Private Schools,Labor Turnover,Persistence,Career Change,Administrator Attitudes,Job Satisfaction,Bullying,Teacher Evaluation,Administrator Role,Institutional Characteristics,Administrator Characteristics,Salaries,Student Characteristics

This report presents selected findings from the 2021-22 Principal Follow-up Survey (PFS). The PFS is a longitudinal component of the National Teacher and Principal Survey (NTPS), which is a nationally representative survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The National Center for Education Statistics (NCES) conducted the 2021-22 PFS as a follow up to the 2020-21 NTPS to provide attrition and mobility information about principals in K-12 public and private schools. The purpose was to assess how many principals from the 2020-21 school year still worked as a principal in the same school during the 2021-22 school year (&quot;stayer&quot;), how many had moved to become a principal in another school (&quot;mover&quot;), and how many were no longer working as a principal (&quot;leaver&quot;). The purpose of this First Look is to provide summaries of the new data collected using tables of descriptive information. [For &quot;Principal Attrition and Mobility: Results from the 2021-22 Principal Follow-Up Survey to the National Teacher and Principal Survey. First Look--Summary. NCES 2023-046&quot;, see ED629616.]
Principal Attrition and Mobility: Results from the 2021-22 Principal Follow-Up Survey to the National Teacher and Principal Survey. First Look--Summary. NCES 2023-046
Author: Taie, Soheyla
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Principals,Public Schools,Private Schools,Labor Turnover,Persistence,Career Change,Administrator Attitudes,Job Satisfaction,Bullying,Teacher Evaluation,Administrator Role,Institutional Characteristics,Administrator Characteristics,Salaries,Student Characteristics

This report presents selected findings from the 2021-22 Principal Follow-up Survey (PFS). The PFS is a longitudinal component of the National Teacher and Principal Survey (NTPS), which is a nationally representative survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The National Center for Education Statistics (NCES) conducted the 2021-22 PFS as a follow up to the 2020-21 NTPS to provide attrition and mobility information about principals in K-12 public and private schools. The purpose was to assess how many principals from the 2020-21 school year still worked as a principal in the same school during the 2021-22 school year (&quot;stayer&quot;), how many had moved to become a principal in another school (&quot;mover&quot;), and how many were no longer working as a principal (&quot;leaver&quot;). [For &quot;Principal Attrition and Mobility: Results from the 2021-22 Principal Follow-Up Survey to the National Teacher and Principal Survey. First Look. NCES 2023-046,&quot; see ED629615.]
Microcredentials for Labour Market Education and Training: Microcredentials and Evolving Qualifications Systems. Cedefop Research Paper No. 89
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2023-00-00
Type: Reports - Research
Subjects: Credentials,Labor Market,Work Experience,Correlation,Employment Qualifications,Vocational Education,Employer Attitudes,Organizations (Groups),Public Agencies,Case Studies,Networks,Cross Cultural Studies,Standards,Job Skills,Job Training,Occupations,Decision Making,Foreign Countries,Guidelines,Educational Attainment,Barriers,Employment Potential,Labor Needs,Prior Learning

This study examines the emerging relationship between microcredentials and qualification systems. Information gathered through an online survey among European VET providers, national authorities, employee and employer organisations was complemented by in-depth country case studies and interviews with Cedefop's ReferNet network. Questions of whether and how microcredentials should be related to established qualification systems are at an early stage of consideration in most countries; the focus is on better defining and standardising their role within national qualifications systems. Existing trends towards modularisation and the recognition of prior learning provide potential avenues for realising the benefits of microcredentials in terms of flexibility and responsiveness, while also ensuring their quality for learners and employers. There is still significant debate over how to deal with microcredentials, and how to avoid potential negative effects, such as encouraging a shift away from holistic education towards short-duration learning based around reduced skill sets. Microcredentials are a complex phenomenon, particularly with regard to their relationship to qualifications. In recent years, there has been an acceleration in the availability and use of microcredentials in the labour market, raising questions about their relationship to VET and to qualification systems. The proliferation of microcredentials of different types across various sectors, occupations, education sectors and levels and countries, along with variations between countries in the nature of qualification systems -- which are undergoing change -- make this a complex landscape to research and analyse. To date there has been a lack of data at EU level informing decision-making in this area. This report aims to be a first step towards filling some key gaps in the knowledge around these topics, addressing three main research questions.
E-Readiness Competencies of MSU-Naawan Professors and Students&apos; Perceptions on Online Classes amidst COVID-19
Author: Abragan, Fernan Q.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Readiness,Online Courses,COVID-19,Pandemics,Student Attitudes,Instructional Design,Teacher Role,High School Students,Educational Technology,Electronic Learning,Teaching Methods,Learner Engagement,Grade 12,STEM Education

The purpose of this study was to identify the professors' e-readiness competencies in implementing online classes in terms of course design, course communication, time management, and technical competence. Also, it aimed to determine the students' perception towards the online class in terms of instructional design and delivery on students, teacher roles on students, and class organization and format. Pure descriptive analysis was used in analyzing the data, such as mean and percentage distribution. Both adapted and adopted survey questionnaires were used to address this research's problem, and these were distributed to the respondents either via online and phone call. Results showed that the senior high school department professors were good enough to use online platforms with an overall mean of 1.76, which implies that most of them are technically sound. Students have agreed that their professors are satisfied with instructional design and delivery, teacher roles, and class organization and format. The overall mean of 3.60 of students' perception towards online class implies that students have perceived their teacher's teaching way amidst pandemics is still promoting students' desire to learn, which engaged them to become more interactive in various activities. Because there are observable few numbers that can be seen in the results indicating that the teachers are not proficient enough in digital literacy, it is highly recommended to get the respondents' demographic profile in terms of age and training attended about computer literacy. It is also recommended that the professors' e-readiness be correlated to students' perception of the online class.
Relevance of Electronic Resources and Improvement of Access for Effective Distance Learning and Continuing Education Programme
Author: Anyim, Wisdom O.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Libraries,Academic Libraries,Access to Information,Distance Education,Continuing Education,College Students,Open Universities,Internet,Computer Interfaces,Library Services,Users (Information)

This paper investigates the relevance of electronic resources and improved access for effective distance learning and continuing education. The descriptive survey design was adopted for the study. The total population of the study comprises 7,125 registered students of the National Open University of Nigeria. A convenience sampling technique was used to select a sample size of 379 respondents. Structured questionnaires were distributed to the respondents through a research assistant, and only 320 valid responses were returned and used for the study. The study used frequency counts and percentages as statistical measures for data analysis. Findings revealed that students access e-resources regularly. Electronic resources were also relevant as they provide students with up-to-date information, complete information from different sources, speedy and easy access to information, and more. Access to electronic resources can be improved through the following means: provision of useful Internet/server to enhance the accessibility of e-resources, online user guideline for accessing e-resources, creation of user-friendly interfaces for easy access to online contents. It was recommended that audio and video conference chats be made available to students to connect librarians for assistance when the need arises; compulsory user-education and orientation program should also be conducted for students on the use of electronic resources.
Community Schools: A Strategy Focusing on Student Needs and Parent Engagement. Research Brief
Author: National School Boards Association (NSBA), Center for Public Education (CPE)
Date: 2022-00-00
Type: Information Analyses
Subjects: Community Schools,Student Needs,Parent Participation,Institutional Characteristics,Stakeholders,Academic Achievement,Well Being,Student Improvement,Research Reports,Educational Research,Child Health,Neighborhoods,Federal Programs,Educational Benefits

The concept of community schools can be traced back to the early 20th century when industrialization, immigration, and urbanization were rapidly increasing, and public schools in cities were struggling to meet the social and civic needs of students from low-income families. In the 1960s and 1970s, advocacy groups promoted community schools as a way to improve learning and address social issues, particularly in largely segregated and underfunded schools in urban centers unable to provide quality education to students. This research brief is a literature review and briefly reports on the characteristics of community schools and how they engage parents and all stakeholders to improve student achievement and well-being.
The Challenge of Integrating Tawhid in Science and History: Case Study of Al-Amin Islamic School
Author: Hutapea, Riski Munandar
Date: 2021-03-00
Type: Journal Articles
Subjects: Barriers,Secondary School Teachers,Islam,Case Studies,Creativity,Religious Schools,Science Instruction,History Instruction,Teacher Attitudes,Religious Education,Religious Factors,Teaching Experience,Educational Theories,Creative Teaching,Faculty Development,Foreign Countries

This study aimed to highlight the challenge that Secondary School teachers face in integrating the Islamic concept of tawhid in teaching science and history subjects. The research employed a qualitative design using a case study and collect data. A purposive sample consisting of 5 teachers from Al-Amin Islamic Secondary School was selected based on teaching experience. The teachers were interviewed according to a theme-based strategy, and collected data was transcribed and analyzed accordingly. Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve. However, obstacles and challenges continue to hinder their efforts. Theoretical and practical propositions and recommendations to make this aim achievable, such as revisiting the concept of tawhid integration, enhancing teachers' creativity skills in the classroom, and providing relevant training programs by school authorities, would undoubtedly help attain their ultimate objective.