ethanporcaro/eric-fulltext-meta huggingface dataset:
Causes and Consequences of Streetism among Street Children in Harar City, Ethiopia
Author: Endris, Sofiya
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Persons,Homeless People,Drug Abuse,Poverty,Child Abuse,Children,Well Being,Child Health,Mental Health,Family Environment

The purpose of this study was to investigate the life of Harar City street children. In view of that, the following research questions were forwarded; what are the major causes that make children leave their homes for the streets? Do street children use psychoactive substances? What type of psychoactive substance do street children use? Based on these basic questions, descriptive survey design including quantitative and qualitative data gathering approaches were employed. Questionnaires and interviews were thus used to solicit information from 57 street children. The data collected through questionnaires were analyzed using descriptive statistics such as mean and standard deviation and frequency whereas the data gathered through interview were analyzed through narration. As the Study revealed, the major causes which forced children to runaway are ranging from escaping abusive parental punishment followed by poverty, hate of step parents to parental alcoholic behavior. Benzene sniffing, smoking, chewing chat, use of plastic are some of the substance abuse street children have commonly used. Even some of them also reported as if they have already begun using marijuana and hashish pretending to stand with hunger and cold. The research also distinguished as there are two types of street children. These categories include the street children who have completely lost touch with their families and relatives and entirely live on the streets and street children who have contact with their families. The study recommends how to properly address street children's socio-economic and psychological problems. For further studies, it is also recommended that research should be undertaken to explore the role of streetism in psychological wellbeing of street children.
A Sentiment and Linguistic Analysis of Online Reviews of Online Universities
Author: Peslak, Alan
Date: 2019-08-00
Type: Journal Articles
Subjects: Higher Education,Online Courses,Educational Technology,Technology Uses in Education,Distance Education,Student Attitudes,College Students,Educational Quality,Program Effectiveness,Virtual Universities

The growth and proliferation of online higher education have been staggering. This comes despite an overall decline in university enrollments. But the quality of online courses has been questioned by many researchers, suggesting it may be less than a traditional face to face experience. Many researchers have explored this area but our research study reviews online universities from an impartial non-profit organization and analyzes both the content and the sentiment in these reviews. This analysis provides a unique perspective on how online universities and their programs are viewed by their students. Implications of this analysis are examined.
Crafting a Critical Literacy Skillset: An Improved Use of Visual Modalities
Author: Barbre, James O.
Date: 2019-04-00
Type: Journal Articles
Subjects: Critical Thinking,Cartoons,Novels,Critical Literacy,Visual Aids,Teaching Methods,Skill Development,Learner Engagement,Learning Modalities,Instructional Effectiveness,Curriculum Development,Generational Differences

The goal of literacy development at schools is a standing feature of the curriculum. In spite of this, the means to develop critical thinking in students often comes up short. The development of literacy and critical thinking can be presented in engaging and memorable ways, but schools often defer to what they have done in the past; namely through textbooks and worksheets. This article will argue that the greater and structured incorporation of graphic novels and comic literature, but from a critical literacy perspective, will have the effect of increasing engagement of the subject matter. A closer engagement through visual means, coupled with a teaching pedagogy that directly supports critical literacy skill development builds the best experience and engagement of student learning.
Parenting Style as Correlates of Adolescents&apos; Academic Achievement Motivation of Bate Secondary School, Haramaya, Ethiopia
Author: Mihret, Amare Misganaw
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Parenting Styles,Adolescents,Academic Achievement,Secondary School Students,Student Motivation

This study aimed at examining the relationship of adolescents' academic achievement motivation and parenting styles. Data were collected from randomly selected 192 adolescent students (93 males and 99 females) through standardized scales of achievement motivation self-report inventory and parenting style scale. The data analysis has been done through both descriptive and inferential statistical methods. To this end, finding revealed that authoritarian parenting style is the most commonly practiced parenting style in the families of respondents among other three parenting styles (authoritative, indulgent and neglectful). There is a statistically significant relationship between authoritative parenting style and students' academic achievement motivation. Significant relationship between authoritarian parenting style and students' academic achievement motivation has also been reported. There is strong and negative relationship between neglectful parenting style and students' academic achievement motivation. That it means, neglectful parenting negatively affects students' academic motivation. As expected, significant relationship between indulgent parenting style and students' academic motivation was not reported. In the end, some points were forwarded to suggest ways of properly addressing the gaps noted in this research.
Impact of Instructional Alignment Workshop on Teachers&apos; Self-Efficacy and Perceived Instruction Performance
Author: Baez-Hernandez, Raul Andres
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Teacher Attitudes,Workshops,Alignment (Education),Performance,Faculty Development,Standards,Lesson Plans,Planning,Teacher Competencies,Beliefs,Charter Schools,Elementary Schools,Middle Schools

The extent to which teachers' level of efficacy and quality of instructional performance changed after they received a professional development workshop on instructional alignment was unknown, Therefore, this researcher focused this inquiry on teachers in a Florida school district, investigating how professional development on standards and assessment alignment would impact teachers' self-efficacy level in writing lesson plans. Results indicated that teachers' level of efficacy and quality of instructional performance, measured as their beliefs on how alignment can benefit their students and improve how they write lesson plans, showed overall improvement after undergoing professional development. These findings can be used to initiate positive social change, starting with the field of education. The results benefit both teachers and students, as well as administrators and school districts. State and federal policymakers can also benefit from this evidence regarding the positive impact of professional development on improving instructional alignment.
Some Quick Fixes
Author: Kramer, Larry
Date: 2019-06-00
Type: Journal Articles
Subjects: Apprenticeships,Educational Methods,Legal Education (Professions),Employment Qualifications,Law Schools,Experiential Learning

As legal education incorporates more clinical offerings into the three-year JD curriculum, it becomes more like the training of other professionals. But this isn't enough. Other professionals also are expected to serve post-graduation apprenticeships before they are deemed fully prepared to practice and so licensed to do so. Building an apprenticeship model into post-graduation legal training is a step toward redressing what are inaccurately perceived as shortfalls of legal education. Another step would be moving away from the current one-size-fits-all JD to include alternatives that involve less lengthy and intensive training and certification for specific legal tasks.
Self-Advocacy for Inclusion: A Case Study of Blind Students in the University of Gondar, Ethiopia
Author: Abera, Tadesse
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Self Advocacy,Inclusion,Blindness,College Students,Students with Disabilities,Self Concept,Knowledge Level,Communication Skills,Assertiveness,Student Rights,Leadership

The purpose of this study was to investigate the self-advocacy practice for inclusion of blind students in the University of Gondar. A case study design with qualitative inquiry approach was used. In-depth interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. The in-depth interview instrument on its content and construct validity was checked by one blind special needs education professional who works as an instructor in the Department of Special Needs and Inclusive Education in the University of Gondar. There were only five blind students in the university; three were taken as the rest two were unwilling. The data collected through semi-structured interview guide was analyzed thematically in four dimensions of self-advocacy: knowledge of self, knowledge of rights, communication and leadership. Additionally, there was a theme that investigates how the blind students were self-advocating in fighting back their challenges. Results indicate that the blind students were not found to be self-advocates for their inclusion. Except in knowledge of self to some extent, they were found to have limitations in their knowledge of rights, communication and leadership. Recommendations such as improving knowledge of rights, communications and leadership have been forwarded.
The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia
Author: Gedfie, Mebrat
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Students with Disabilities,Visual Impairments,Elementary Schools,Shared Resources and Services,Resource Centers,Principals,Teacher Attitudes,Administrator Attitudes,Student Needs,Special Education,Faculty Development,Itinerant Teachers,Instructional Materials,Barriers,Teacher Qualifications,Resource Allocation

The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate that participants have varied levels of understanding and use of resource centers for inclusion. The resource center did not address the diverse needs of children with special educational needs and teachers adequately. The result showed that the resource center plays a vital role in professional development of teachers in implementing inclusive education even if much focus was given to knowledge development of teachers. It also confirmed that the regional advisor and itinerant teacher in collaboration with the principal of the school tried to mobilize the community for the education of children with special educational needs through organizing dialogues and workshops though there was limitation. The study revealed that the resource center did not function adequately in supporting the education of children with special educational needs because of financial, attitudinal, materials and trained manpower related barriers. Therefore, such measures as allocation of sufficient funds, awareness raising trainings on issues of inclusion such as skill trainings and collaborative work among stakeholders need to be taken by the school and the education office.
A Critical Review of the Compulsory Schooling Reform in England and Its Lasting Implications for Today
Author: Demirel Ucan, Ayse
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Compulsory Education,Educational Change,Educational Policy,Policy Analysis,Attendance Patterns,Educational Quality,Educational Demand,Resistance to Change,Social Class,Churches,Educational History

This article aims to examine the implicit and explicit motivations behind the compulsory schooling reform in England as well as its unintended and long-term effects by analysing publicly available policy documents and key scholarly literature. The analysis indicates that even though the 19th century's schooling project appeared to focus on pursuing some explicit goals, such as creating more qualified and educated labour force and citizens with religious and moral values, in reality it hides several implicit targets, such as controlling the working-class and maintaining the class segregation. Moreover, this article points out the unintended effects of the compulsory schooling reform, including low attendance in schools, low quality of education, increasing demand for higher education and Church resistance, as well as its long-term effects existing in today's English education system, namely the continuing class segregation and evolving state and Church partnership.
Handwriting: Developing Pupils&apos; Identity and Cognitive Skills
Author: Doug, Roshan
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Handwriting,Writing Instruction,Literacy,National Curriculum,Elementary Secondary Education,Educational Trends,Low Achievement

This paper synthesises some of the recent studies that have made links between handwriting as an orthographic-motor strategy and the quality of pupils' learning and literacy skills. A poor standard of literacy is evident in many British school leavers and, in some cases, university graduates. The paper outlines the implication of this situation for educationalists, policy makers and future interventionist programmes. It also highlights a stark incongruity in British schooling. For instance, after primary school there is no legal requirement in the National Curriculum for teachers to teach handwriting skills. Despite that good handwriting improves pupils' level of literacy, enhances creative skills and develops their sense of identity, the process of abandoning the teaching of handwriting altogether has already begun in some countries. With reference to some key studies, this polemic paper puts the case that handwriting should be in the foreground not only at primary school stage but throughout pupils' secondary school education.
Encouraging Enough? A Case Study on Parental Feedback on New Assessment in Finnish Basic Education
Author: Loima, Jyrki
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Parent Attitudes,Evaluation Methods,Parent Participation,Verbal Communication,Student Evaluation,Cooperation,Curriculum Development,Elementary School Students,Self Evaluation (Individuals),Teacher Attitudes,Elementary School Teachers,National Curriculum

This is a qualitative case study of the parental feedback about participatory assessment done during the first year (2016) of the implementation of the reformed Finnish basic education curriculum. It covered grades 1-6 and was a first time to have a broader, tri-angulated teacher-student-parent assessment on learning and schooling. Consequently, parents were selected from those grades, being of various ethnic backgrounds. This case study was conducted in a Southern Finland basic education school. Resulting trends were obvious: parents regarded this kind of participatory assessment meaningful. Second, the newer the whole schooling and curricula update was for parents, the better was the participatory feedback. As a result of this study, it is clear that while the discussion and longitudinal studies on learning and assessment are still on-going, there is no rush to return into an old system and heavy, centralized assessment instruction patterns. On the contrary, this study showed beneficial elements and development triggers towards even more collaborative and encouraging assessment.
Weight Loss Methods and Effects on the Elite Cadet Greco-Roman Wrestlers
Author: Yagmur, Rifat
Date: 2019-06-18
Type: Journal Articles
Subjects: Foreign Countries,Athletes,Athletics,Body Weight,Body Composition,Competition,Health Behavior,Performance,Exercise

The aim of this study was to examine body weight loss methods and its effects on elite cadet Greco-Roman wrestlers' performance. The sample of research consisted of 146 elite Greco-Roman wrestlers. The &quot;Athlete weight loss methodology and effects scale&quot; and a personal information form were used. In addition to descriptive statistics, One-way ANOVA was used for data analysis. Additionally, a Pearson correlation analysis was used to determine relationships between variables. Results showed that 47.9% of the wrestlers lose weight and 52.1% did not engage in a rapid weight loss regimen. It was calculated that on average weight loss wrestlers reduce their body weights by 4.68%. Statistically significant differences were found between dietary, physiological, and psychological sub-dimension effects in the weight loss groups. In addition, there was weak but positive correlations between weight loss percentage and diet (r=0.305), as well as physiological (r=0.231), and psychological (r=0.168) sub-dimensions. Accordingly, as the percentage of weight loss increases, wrestlers' level of nutrition and fluid restriction increases. For this restriction, the physiological and psychological effect sub-dimensions levels also increase. As a result, when the diet sub-dimension of weight loss wrestlers was examined, it was found that 92.9% of the wrestlers engaged in food and fluid restriction. When the physiological effect sub-dimension was examined, it was found that 72.9% were exposed to muscle cramps and 72.9% to injury. Moreover, when the psychological effect sub-dimension of the wrestlers was examined, it was determined that 87.1% were exposed to stress, and 90.0% had decreased performance. As a result, weight loss before the competition was determined to cause physiological and psychological negative effects on athletes.
Literacy Needs Assessment of Artisans in Ibadan Metropolis, Oyo State, Nigeria
Author: Itasanmi, Sunday A.
Date: 2019-04-00
Type: Journal Articles
Subjects: Literacy,Needs Assessment,Skilled Workers,Foreign Countries,Adult Education,Literacy Education

Artisans form a large percentage of the workforce in the informal sector of Nigeria's economy and the importance of their activities to the growth of the economy cannot be overemphasized. They play an active role in the primary production and exchange of good and services and serve as dynamic promoter of entrepreneurial spirit among the populace. However, in spite of the potentials and inherent benefits that accrue from various services provided by artisans, there is lack of knowledge on their state of literacy skills and what might be of priority to them in terms of literacy acquisition. This study, therefore, assessed the literacy needs of artisans in Ibadan metropolis. The study adopted a quantitative research approach and the participants comprised 200 artisans who were randomly selected within Ibadan metropolis. The instrument used for the study was a self-designed questionnaire which was developed and subjected to content validity by experts in the field of adult education, measurement and evaluation. The instrument was pilot-tested with road transport workers and reliability coefficient of 0.75 was obtained. The data collected for the study were analyzed using frequency counts, percentages and mean score. The study revealed that the literacy status of artisans is high and they ranked the need for acquisition of more technical skills in their profession and acquisition of basic literacy skills as 1st and 2nd among other literacy needs in order of priority to them. It was also revealed that artisans' perceived effect of literacy acquisition on their livelihood is positive (Weighted Average = 3.33). Therefore, it was recommended that there should be a conscious effort by all stakeholders at providing an avenue for artisans to upgrade their technical skills in order to keep abreast with the latest development in their profession and this should incorporate basic literacy skills acquisition alongside it.
An Analysis of the Structure of Group Writing Activities in English Textbook
Author: Yibre, Mohammed
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Cooperative Learning,Collaborative Writing,Writing Skills,Textbook Content,Secondary School Students,Grade 11,Prewriting,Writing (Composition),Revision (Written Composition),Writing Instruction,Group Dynamics

The main purpose of this study was to analyze how effectively pair/group work writing activities in the currently in-use Grade 11 English textbook were structured or organized to promote CLL. To this end, the pair/group work writing activities were identified and analyzed based on the six basic elements of the CLL. Findings of the study show that less weight is given to the activities compared to that of the non-group work writing activities in the textbook. The promotion of most of the basic elements of CLL in the designed cooperative writing activities is limited to only the pre-writing stage. It has been found that only a small number of the writing activities allow and encourage learners to work cooperatively at drafting and revising stages. It is also noted that there is no writing activity in the textbook that encourages students to process group interaction. It is, therefore, recommended that textbook developers should incorporate the six basic elements of CLL at each stage of writing to structure group writing activities while preparing teaching materials.