ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher as Moral Model--Are We Caring Enough?
Author: Narinasamy, Ilhavenil
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Caring,Empathy,Case Studies,Observation,Foreign Countries,Semi Structured Interviews,Teacher Student Relationship,Moral Values,Role Models,Modeling (Psychology),Values Education,Qualitative Research,Ethics

Teacher modelling, a part of Ethics of Care plays a vital role in the relationship between teachers and students that shapes students' character in the classroom. This case study highlighted a limited understanding of a teacher in the classroom on what constitute care for her students. However, her display of caring was shown more through her role-modelling traits such as showing concern for students, praising students, displaying patience, empathising with students and listening to students that had positive responses from the students and this emphasizes that more positive characteristics could have emerged if the teacher understood the concept of &quot;care.&quot;
Teaching Special Education Law in Saudi Arabia: Improving Pre-Service Teacher Education and Services to Students with Disabilities
Author: Murry, Francie
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Special Education,Laws,Program Implementation,Disabilities,Federal Legislation,Educational Legislation,Student Surveys,Knowledge Level

The government of Saudi Arabia has devoted considerable financial resources toward the education for all goal and in future generations through emphasizing the importance of education and increasing the accountability of teachers' performance on their students' performance. It has emphasized education is to be &quot;Education for All&quot;. These demands require teachers who are presently working to adjust to new knowledge, legislation, and policies within the education fields. The purpose of this study was to examine the knowledge of pre-service teachers graduating from a major teacher preparation university in Saudi Arabia in regards to special education laws and implementation of educational programs for students with disabilities. Results indicate that pre-service teacher in Saudi Arabia want information on the special education law, Law Number 224, and how to implement it in their schools.
Evaluation of School Environmental Programs Regarding the Objectives for the Environmentally Literate Students, of Heraklion, Greece Prefecture
Author: Kalathak, Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Evaluation Research,Secondary Education,Environmental Education,Educational Principles,Educational Objectives,Values Education,Behavior Change,Skill Development,Problem Solving,Communication Skills,Creative Thinking,Partnerships in Education,Social Action,Program Evaluation,Sustainable Development,Case Studies,Content Analysis,Statistical Analysis

This evaluation research concerns the aims and objectives for creating the future environmentally literate citizen through the environmental programs (PEEs) of Secondary Education of Heraklion prefecture, Crete, Greece. An evaluation tool applied on the application forms and the final reports of the programs, in order to asses how sustainable they were in the initial planning, whether they satisfy the principles and objectives of Education for the Sustainable Development (ESD), if they aimed to culture values, abilities, skills in accordance to the UNESCO and European Community Strategies. The goal of cultivating skill of social action and social interventions which is of capital importance in ESD programs, seems to be designed and realized moderately in the studied programs. The effectiveness and the benefits of the materialization of the programs, are higher than the assessed by the statistical analysis, as there were some mismatches between the application forms and the final reports of the school environmental programs, where achieved goals, indeed adequately, which had not been included in the initial planning.
Required and Possessed University Graduate Employability Skills: Perceptions of the Nigerian Employers
Author: Adebakin, Azeez B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Employers,Employment Potential,Employer Attitudes,Labor Market,Employment,Questionnaires,Statistical Analysis,Job Skills

University is a place where skilled labour is produced for societal and global consumption. This is premised on the fact that education provided at this level enhances human capital development which widens employment opportunities. However, there seems to be disparity over the skills required and those possessed by graduates from Nigerian universities. As a result, many university graduates are either underemployed or unemployed. The study adopted descriptive survey research design. Using stratified and simple random sampling techniques, a total of 300 employers of labour drawn from the manufacturing, banking and finance, education, and telecommunication industries in Lagos State constituted the sample frame. A Skill Assessment Questionnaire (SKAQ) was designed to elicit information from the participants. The results obtained showed that skills required of university graduates as perceived by employers were analytic and problem solving (98%), decision-making (98.3%), risk management (96.7%), leadership (98%), information and communication (97.7%), team-work (99%), official communication (97.7%), and English proficiency and literacy skills (97%) while skills possessed by university graduates were English proficiency and literacy (58%) and information and communication skills (53%). These results showed disparity in both the employers required skills and those possessed by the university graduates. The study, therefore, recommends that Nigerian university curriculum should be revised to reflect courses that will teach the required skill by employers.
Teachers&apos; Perception of the Effectiveness of Methods of Teaching Social Studies in Ekiti State, Nigeria
Author: Abdu-Raheem, Bilqees Olayinka
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Effectiveness,Teaching Methods,Social Studies,Foreign Countries,Secondary School Teachers,Program Effectiveness,Problem Solving,Statistical Analysis,Questionnaires

This study sampled the perception of secondary school teachers on the effectiveness of various methods used to teach Social Studies in secondary schools. It also examined the methods that facilitate learning more, the method commonly used by male and female teachers and also by qualified and non-qualified teachers. The population consisted of all secondary school teachers in Ekiti State and the sample comprises of 320 teachers who responded to a questionnaire designed by the researcher to express their opinion on the subject matter. Simple random sampling was used to select ten teachers from each school sampled. The validity of the instrument was ensured by experts in Social Studies and Educational Management. The reliability of the instrument was ascertained through test-re-test method and the reliability coefficient of 0.81 was obtained. One research question was raised and three hypotheses formulated were tested at 0.05 level of significance. The data collected were analysed using Kendall's Rank Order Correlation and t-test statistical tools. The study revealed that teachers perceived problem-solving as the best method and note-dictation as the least effective method of teaching Social Studies. It was discovered that teachers are significantly related in their perception of the effectiveness of methods of teaching Social Studies. It also showed that male and female teachers are related in the methods used but the methods used by qualified teachers are different from those used by non-qualified teachers. It was therefore recommended that more qualified teachers should be employed to improve the quality of teaching in schools.
Imagined Contact Improves Intentions towards a Hypothetical Peer with Asperger Syndrome but Not Attitudes towards Peers with Asperger Syndrome in General
Author: Fleva, Eleni
Date: 2015-00-00
Type: Journal Articles
Subjects: Asperger Syndrome,Intention,Control Groups,Experimental Groups,Attitudes toward Disabilities,Attitude Change,Adolescent Attitudes,Vignettes,Interaction Process Analysis,Questionnaires,Imagination,Modeling (Psychology),Intergroup Relations,Intervention,Behavior Modification,Preferences,Secondary School Students,Foreign Countries,Statistical Analysis,Gender Differences

The aim of this study is twofold. First, to investigate whether the imagined contact method (an indirect method of contact) can improve behavioural intentions towards a hypothetical peer with Asperger syndrome (AS). Second, to test whether the effect of the method can be generalised on attitudes towards young people with AS in general. Participants were 416 young adolescents (M age = 15.2) who view a power-point presentation introducing a hypothetical male target with AS. A voice-over provided either descriptive or combined (descriptive plus explanatory) information about AS. Next, imagined contact participants were asked to imagine an encounter with the target boy while control participants were asked to simple think about him. Behavioural intentions towards the target were assessed by the Shared Activities Questionnaire while attitudes towards young people with AS in general were assessed by the Asperger Syndrome Questionnaire, a self-generated instrument. Results revealed that imagined contact compared to control participants exhibited greater behavioural intentions towards the target. However, no effect of the imagined contact method was observed on attitudes towards young people with AS in general. Combined information about AS had only a moderate effect. Implications and study limitations are discussed.
Evaluation Tool for the Application of Discovery Teaching Method in the Greek Environmental School Projects
Author: Kalathaki, Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Environmental Education,Evaluation Methods,Discovery Learning,Sustainable Development,Active Learning,Inquiry,Evaluation Criteria,Educational Principles,Student Projects,Skill Development,Critical Thinking,Problem Solving,Classroom Communication,Lifelong Learning,Citizenship Education,Guidelines,Foreign Countries

Greek school community emphasizes on the discovery direction of teaching methodology in the school Environmental Education (EE) in order to promote Education for the Sustainable Development (ESD). In ESD school projects the used methodology is experiential teamwork for inquiry based learning. The proposed tool checks whether and how a school program follows discovery teaching approaches under the principles and guidelines of EE and ESD. The criteria focus on the active teaching and learning which promote student discover, regarding the role of the community as a learning environment which can cultivate active, environmentally responsible citizens. The Evaluation Tool answers 3 research questions and 17 sub-queries with 47 criteria on the skills for implementation of discovery teaching method, the process of discovery teaching method and the learning environments.
An Investigation into Pre-Service Teachers&apos; Perceptions of Learning Primary School Science Using the Method of Problem Based Learning (PBL)
Author: Mohamed, Musa El Sharief
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Science,Problem Based Learning,Foreign Countries,Elementary School Teachers,Semi Structured Interviews,Science Instruction,Student Attitudes,Mixed Methods Research,Teaching Methods,Case Studies,Questionnaires

The aim of this study was to investigate the pre-service teachers' perceptions into learning primary school science using the method of Problem Based Learning (PBL). This learning strategy has been introduced into the B.Ed. programme at the University of Trinidad and Tobago for pre-service teachers who are expected to implement it in their teaching profession in primary school science. The research study attempted to identify the perceptions of these pre-service teachers during the learning process of PBL. Data were collected by means of semi-structured interviews with written comments and a questionnaire. The results showed that there is a general agreement among the participants that PBL is a good strategy for discovery learning and enhancing content knowledge for both the group and the individual. There were negative perceptions about the availability of time for the application of PBL in the classroom due to the short teaching periods at the primary level. The prevailing school culture of the old method of teaching was also identified as an obstacle to application.
The Use of Nominal Group Technique: Case Study in Vietnam
Author: Dang, Vi Hoang
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Methods,Foreign Countries,Vocational Education,Educational Quality,Workshops,Stakeholders,Focus Groups,Teacher Attitudes,Vocational Education Teachers,Teacher Salaries,Educational Facilities,Educational Policy,Secondary School Teachers,Postsecondary Education

The Nominal Group Technique (NGT) is a structured process to gather information from a group. The technique was first described in early 1970s and has since become a widely-used standard to facilitate working groups. The NGT is effective for generating large numbers of creative new ideas and for group priority setting. This article reports on a case study carried out in Vietnam on exploring the perceptions of key stakeholders towards the vocational education training (VET) sector where the study applied the NGT. Therefore, this article has two purposes: (1) describing what NGT is and outlines how to use it; and (2) describing the case study findings by providing an analysis of data generated during a workshop led by the author. The findings of the case study indicated that the Government policy factor or the roles of Government on the VET sector are ranked as the most important force impacting upon the quality of VET programs in Vietnam. Both the established research technique used to collect data and present the findings of the case study have particular significance as they contribute to a major problem which has not been researched seriously in Vietnam in the past as has happened in many other countries. Importantly, the study provides an overview of the Vietnamese VET system which both VET experts in Vietnam and international scholars will be able to understand.
Barriers to the Utilisation of Counselling Services by International Students
Author: Kambouropoulos, Alexa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Students,Counseling Services,Barriers,College Students,Student Surveys,Help Seeking,Interviews,Counselors,Foreign Countries,Qualitative Research,Referral

International students are particularly affected by issues related to physical health, academic studies, and social and psychological matters. Despite sometimes enormous emotional distress, there is evidence to suggest that these students are reticent to use counselling services to address these issues. The purpose of this study is to examine the rate of utilisation of counselling services by students at two Australian university campuses. Ninety participants completed a survey that examined their help-seeking behavior, the barriers that hindered them from seeking counselling, and how they eventually came to access the service. Follow-up interviews with a subset of these students (n = 21) were used to gain more detailed information about their use and experience of counselling services. Counsellors were also interviewed to obtain their perspective on these issues. It was found that several factors hindered students' use of counselling services and that an overwhelming majority seek help from their friends and other fellow international students rather than counselling services. However, some sought assistance unilaterally, or by referral from academic staff. It was concluded that international students were indeed reticent to attend counselling services, and there is a strong need for counselling services to be aware of cultural attitudes that act as a blockage to their utilisation.
Exploring Motivations of Taekwondo Athletes/Students in New York City
Author: Zeng, Howard Z.
Date: 2015-00-00
Type: Journal Articles
Subjects: Athletes,Student Motivation,Athletics,Questionnaires,Competition,Likert Scales,Multivariate Analysis,Gender Differences,Elementary School Students,Middle School Students,High School Students,College Students,Statistical Analysis

This study explored what reasons/factors can truly motivate athletes/students to continually participate in taekwondo practices and competitions in New York City (NYC). Participants were 85 taekwondo athletes/students (51 Boys, 34 Girls; age range 10-22 years) from seven taekwondo schools/clubs in NYC. Data collection was done by the Adapted Questionnaire of Taekwondo Student's Motivation (AQTKDSM). This questionnaire asked, &quot;What reasons/factors motivate you to participate in taekwondo practices and competitions continually?&quot; with 18 motivation factors (MF) provided; each MF allows the participant responding in a 5-points Likert type scale (5 represents &quot;Strongly-fit&quot; and 1 represents &quot;Not-it&quot;). Data analyses included descriptive statistics and a 2 x 4 (Gender [males, females] x Belt-Colors [yellow, blue, red, black]) multivariate analysis of variance (MANOVA). Findings included: The top three reasons/factors were &quot;Technical content and unique value,&quot; &quot;For fun&quot; and &quot;Shape body&quot; (M = 4.79 to M = 4.24); these three MF possessed the highest impact power on their motivation. The results of 2 x 4 MANOVA revealed: significant differences were found in both &quot;Gender&quot; and &quot;Belt-colors&quot;; e.g., males scored over females in &quot;Shape body&quot; and &quot;Become a professional&quot;; females scored over males in &quot;Establish prestige&quot; and &quot;Self-defense.&quot; As to Belt-Colors comparisons, Black scored over Red in &quot;technical content and unique value&quot;; Blue over Yellow in &quot;For fun&quot; and Black scored over Red in &quot;Make new friends.&quot; In conclusion, the most important motivation reasons/factors are: &quot;Value,&quot; &quot;Enjoyment,&quot; &quot;Self-esteem,&quot; and &quot;Physical needs&quot; four intrinsic motivations; and &quot;Develop skills,&quot; &quot;Establish prestige,&quot; &quot;Build-up friendship,&quot; and &quot;Contest winners&quot; four extrinsic motivations.
Exploring Principals&apos; Physical Education Perceptions and Views from Elementary and Middle Schools of Shanghai
Author: Zeng, Howard Z.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Elementary Schools,Middle Schools,Physical Education,Administrator Attitudes,Gender Differences,Questionnaires,Likert Scales,Multivariate Analysis,Statistical Analysis

This study examined the status of principals' physical education (PE) perceptions, the differences between gender and school-levels of these principals' PE perceptions; and what they have to say about the opportunities, challenges and solutions on their school PE. Participants were 92 principals (37 Males, 55 Females) from 12 different school districts of Shanghai. The Adapt Principal Perception on PE Questionnaire [superscript Chinese Version] (APPPEQ[superscript C.V.]) was employed for data collection; this questionnaire consists of sixteen items with a 5-points Likert like scale. Key data analyses technich [right arrow] technique was a 2 x 2 (Gender x School-levels) multivariate analysis of variance (MANOVA). Findings included: The principals' PE perceptions appear to be very positive evident by scored high on the APPPEQ[superscript C.V.] E.g. Item 5, &quot;Without PE in our school curricula, our students will not be fully developed&quot;; Item 11, &quot;Once PE and daily PA are valued and supported, children will gradually form their active and healthy lifestyle.&quot; The MANOVA discovered that: no significant difference in the &quot;Gender&quot; factor; however, significant differences were found in the &quot;School-levels&quot; factor: Elementary-school principals scored higher than middle-school principals in 5 items; e.g. Item 3, &quot;PE is an academic discipline and just as important as English, Math and Sciences to our students.&quot; While principals at middle-school scored higher than those of the elementary-school in other 5 items; e.g. Items 14, &quot;Safe environment, necessary facilities and equipment is the key for kids to . . .&quot; The challenges, opportunities and solutions in their school PE do existed and were analyzed and discussed.
A Comparative Study of the Perceptions of Accounting Educators and Accountants on Skills Required of Accounting Education Graduates in Automated Offices
Author: Nwokike, Felicia Ogonnia
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Accounting,Teacher Attitudes,Foreign Countries,Questionnaires,Information Technology,Job Performance,Communication Skills,Problem Solving,Critical Thinking,Skill Development,College Graduates

The study dealt with perception of accounting educators and senior accountants on skills required of accounting education graduates for effective job performance in automated offices. The study adopted a descriptive research design.The population consisted of 149 respondents, made up of 80 accounting educators in public tertiary institutions and 69 senior accountants in government ministries in Enugu metropolis of Enugu State, Nigeria. The entire population was used for the study and no sample was drawn. Two research questions and two hypotheses guided the study. The instrument used for data collection was a structured questionnaire developed by the researcher. The instrument was validated by three experts. A 32 item questionnaire was used for data collection. The data collected were analyzed using mean and standard deviation while t-test was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that accounting education graduates require technology skills such as computer operations skill, word processing software, spreadsheet software etc and soft skills such as ability to analyze and interpret financial data, interact with diverse groups; Listen actively to one's boss etc for effective job performance in automated offices. The study concluded that Technology and soft skills are required by accounting education graduates for effective job performance in automated offices. It was recommended among others that technology and soft skills should be an integral part of accounting education curriculum.
Emotional and Behavioral Difficulties and Academic Achievement in Immigrant Adolescents in Special Education
Author: Rousseau, Cécile
Date: 2015-00-00
Type: Journal Articles
Subjects: Emotional Problems,Behavior Problems,Academic Achievement,Immigrants,Adolescents,Special Education,Educational Environment,Peer Relationship,Correlation,Secondary School Students,Foreign Countries,Child Behavior,Screening Tests,Questionnaires,Statistical Analysis

The literature emphasizes that the school environment is a key factor for the mental health and academic achievement of immigrant and refugee children. However, few studies examined the role of school environment and peer relationships for these youth attending a special education class. The aim of this paper is to study the association between emotional difficulties and academic performance and their correlates in first and second generation immigrants assigned to a special class in a multiethnic environment. The results emphasize the need to adopt an eco-systemic model to understand the complex and probably bidirectional relations between the mental health symptoms and academic performance in immigrant adolescents identified as having difficulties by the school system. The salience of peer relations and classroom environment suggests that schools need to promote positive school-based relationships to improve immigrant adolescent mental health.