ethanporcaro/eric-fulltext-meta huggingface dataset:
Self Assessment in Higher Education: An Empirical Evidence from the Department of Business Administration of Shahjalal University of Science and Technology, Bangladesh
Author: Islam, Nazrul
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Evidence,Business Administration Education,Educational Practices,Student Attitudes,Employer Attitudes,Employee Attitudes,Alumni,Graduate Surveys,Teacher Attitudes,Questionnaires,Self Evaluation (Groups),Institutional Research,Educational Development,Governance,Curriculum Design,Course Evaluation,Student Evaluation,Student Personnel Services,Educational Research,Quality Control,Peer Evaluation

The paper aimed to explore the self assessment practices in higher education in Bangladesh with special reference to Department of Business Administration of Shahjalal University of Science and Technology. For self assessment purpose the researchers have collected opinion from students, alumni, employer and faculty members on eight areas. In collecting data the study used a semi-structured questionnaire on four point scale. To test the internal consistency the researchers have used Cronbach's a (alpha) test of coefficient. The study found that the department is in very weak position almost in all aspects from all assessors. The study suggested to the concerned authority of the department to allocate sufficient fund and logistic facilities for the development of higher education of the department.
The Leadership Practices of the Dean of Combined Arms Academy
Author: Tafere, Matebe
Date: 2014-06-00
Type: Journal Articles
Subjects: Leadership Styles,Educational Practices,Military Schools,Military Training,Deans,Qualitative Research,Interviews,Observation,Content Analysis,Leadership Effectiveness,Motivation,Institutional Characteristics,Work Environment,Administrator Characteristics,Teacher Administrator Relationship,Power Structure,Decision Making,Teacher Response,Job Analysis,Teacher Surveys,Teacher Attitudes,College Faculty,Foreign Countries

This study is on the leadership practices of the dean of Combined Army Academy. The research is a qualitative design. The academic staff members were the participants of the study. Formal and informal conversational interview approaches, personal observation and document analysis were the instruments of the study. Thematic analysis was used for analyzing the data. Accordingly, the research findings revealed serious problems in the dean's leadership. That is, the dean's leadership practice was found to be loosely linked to each of the indicators employed in assessing his leadership effectiveness. Hence, it was suggested that the academy should revisit the academic leadership practices that had been exercised, and to genuinely see how much the academic leadership had been responsive to the group and institutional concerns if it is to grow and develop.
Investigating Policy Implications for the Abolition of Corporal Punishment in Secondary Schools in Kenya
Author: Kindiki, Jonah Nyaga
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Discipline Policy,Punishment,Questionnaires,Interviews,Teacher Attitudes,Student Attitudes,Parent Attitudes,Familiarity,Functional Behavioral Assessment,Discipline,Educational Practices,Educational Policy,Likert Scales,Administrator Attitudes,Principals

The main objective of this study is to investigate policy implications for the abolition of corporal punishment in secondary schools in Kenya. Adopting a survey design, using questionnaires, interviews and documentation, a sample of 355 was selected from target population of 3228 teachers, students and parents. The data were analysed thematically. Results indicate that awareness concerning abolition of corporal punishment is lowest among students with 80%; parents, 94%; and teachers, 100%. Due to differences in attitudes towards the policy of abolition of corporal punishment, schools have been forced to evaluate other means of instilling discipline such as counselling and suspension which appeared to be regarded as the most effective alternative methods. Other alternative methods were ranked differently except suspension, pinching or pulling ears, which were ranked equally by all the categories of respondents. Despite the ban, corporal punishment is thriving illegally. The study recommends in-service courses for teachers, public education on harmful effects of corporal punishment and the promotion of positive non-violent, democratic, participatory approaches to child training and education at the national level. At school level the study recommends change of attitudes of teachers, parents and students, frequent open discussions in school gatherings and in special forums like staff, student and parent meetings.
Do Small Rural High Schools Differ from Larger Schools in Relation to Absentee Rates in Physical Education?
Author: Lagestad, Pal
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,School Size,Small Schools,Rural Schools,High Schools,Attendance Patterns,Comparative Analysis,Gender Differences,Statistical Analysis,Teacher Student Relationship

The aims of the study were twofold: (a) to investigate how school size affects absentee rates in physical education (PE) and (b) to examine the experiences of students and teachers at a small rural high school in relation to attendance in PE at their school. The absentee rates in PE among all students (N = 6928 students) in a county in Norway were collected, and interviews with 15 students and two teachers at a small rural high school in the county were conducted. The results showed that the absentee rates in PE were significantly lower in small high schools (&lt;200 students) located in rural areas, compared with larger-sized schools located in communities with more people. Small high schools also produced a lower percentage of students with an absentee rate above 10%. Furthermore, in contrast to small high schools, the absentee rate among girls was significantly higher than among boys in large high schools. Finally, the follow-up study showed that both students and teachers in a small rural high school reported a high level of relatedness, and both teachers and students claimed that this relatedness deterred absenteeism in PE. This finding may help explain the low absentee rates among students at small high schools.
Students' Satisfaction with Service Delivery in Federal Universities in South-South Geo-Political Zone, Nigeria
Author: Akpoiroro, Roseline M.
Date: 2015-07-00
Type: Journal Articles
Subjects: Delivery Systems,Student Attitudes,Participant Satisfaction,Library Services,School Security,Student Transportation,Medical Services,College Housing,Access to Computers,Access to Information,Undergraduate Students,Questionnaires,Predictor Variables,Foreign Countries

The study was designed to investigate the level of students' satisfaction with service delivery in federal universities in South-south geopolitical zone of Nigeria in terms of educational, library, security, medical, transport, hostel, and ICT services. Survey design was used to carry out the study, the hypothesis was formulated and literature reviewed. Using the stratified random sampling technique 1,700 students out of a population of 70,808 formed the study's sample. They were Years One, Two, Three and Four regular undergraduate students of the 2008/2009 to 2011/2012 academic years in federal universities in South-south Nigeria. Data collected for this study were obtained through a face-validated Students' Satisfaction with Service Delivery Questionnaire (SSSDQ) which had a test-retest reliability estimate of 0.83. The instrument was administered to the 1,700 respondents, but only 1,450 copies were properly filled and used to assess students' satisfaction with the delivery of the highlighted services in their universities. Data collected were analyzed using both descriptive statistics and a single-mean population t-test. The findings of the study showed that students' satisfaction with educational, security, and medical services was significantly high; while students' satisfaction with library, hostel, transport, and ICT services was not significantly high. Based on the findings, various staff and facilities that contributed to effective service delivery to students were to be made available, adequate and be quality-imbued in universities.
The Effectiveness of Education and Training Management of the Public Servants at the Center of Education and Training of Ministry of Domestic Affairs Regional Bukittinggi
Author: Syaifar, Bujang
Date: 2015-02-00
Type: Journal Articles
Subjects: Foreign Countries,Public Agencies,Government Employees,Training,Job Training,Instructional Effectiveness,Trainees,Trainers,Teacher Competencies,Learning Strategies,Learning Processes,Teacher Characteristics,Student Characteristics,Statistical Significance,Educational Quality,Statistical Analysis,Questionnaires

Based on a preliminary survey, it was found that the education and training management of the public servant at the Center of Education and Training of Ministry of Domestic Affairs Regional Bukittinggi does not give significant impact to increase the official government performance. To find out the level of effectiveness of the training offered in the Center of Education and Training of Ministry of Domestic Affairs Regional Bukittinggi, a study was conducted. The aim of the study was to reveal the relationship between the characteristics of the trainee, trainers' competence, learning strategy, and effectiveness of the learning process; and between the effectiveness of the learning process and the official government performance. The result of the study revealed: (1) The characteristics of the trainee, trainers' competence, and learning strategy partially and simultaneously have low positive and significant influence on the effectiveness of the learning process. (2) The characteristics of the trainee, trainer competence, and learning strategy partially and simultaneously have low positive and significant influence on the civil servants' performance. (3) The effectiveness of the learning process has mild positive and significant influence on the civil servants' performance. (4) The characteristics of the trainee, trainer competence, and learning strategy partially and simultaneously have mild positive and significant influence on the civil servants' performance. It can be concluded that the diklat has given a positive but low impact to increase the performance of government officials. By implication, the Center of Education and Training of Ministry of Domestic Affairs Regional Bukittinggi should try to improve the quality of the learning process.
Spatial Dependency and Contextual Effects on Academic Achievement
Author: Matlock, Ki
Date: 2014-03-00
Type: Journal Articles
Subjects: School Districts,Academic Achievement,Benchmarking,Scores,Geographic Location,Correlation,Context Effect,Multiple Regression Analysis,Least Squares Statistics,White Students,Enrollment,Lunch Programs,Ethnicity,Disproportionate Representation,Maps,Geographic Distribution,Costs,Educational Legislation,Federal Legislation

This study investigated the influences of district-related variables on a district's academic performance. Arkansas augmented benchmark examination scores were used to measure a district's scholastic achievement. Spatial analysis fit each district's performance to its geographical location; spatial autocorrelation measured the amount of influence one district's scores has on its neighbours. Regression, both ordinary least squares regression (OLS) and spatial auto regression (SAR), quantified how much a district's academic scores were accounted for by the proportion of white students enrolled, the appraised value of property within a district, and the proportion of students receiving federally assisted lunches. The OLS model was able to account for 30% to 60% of the variation in scores. When ethnicity was predominately white, the district's scores were higher; the more federally assisted lunches a district's enrolment received, the lower scores tended to be. Spatial analysis indicated that a district's performance was highly influenced by the surrounding districts. Major findings showed that, for 2008 data, once fit to an OLS regression model, the spatial dependency completely disappears for mathematics responses, but not literacy. Similar results were seen in 2009 and 2010, though they were not as systematically patterned.
Does the Oganizational Structure Affect the Management of Universities in Uganda? An Empirical Analysis
Author: Zziwa, Gertrude
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Administrative Organization,Governance,Universities,College Administration,Models,Teacher Attitudes,College Faculty,Administrator Attitudes,Employee Attitudes,Questionnaires,Interviews,Statistical Analysis,Centralization,Professional Autonomy,Participative Decision Making,Institutional Characteristics,Correlation,Institutional Research,Educational Practices,Operations Research

The organisational structure of universities follows particular models that distinguish them from other learning institutions. This research investigated the effect of the organisational structure on the management of universities in Uganda using a sample of 361, 44% of whom were members of academic staff, and the rest contained university top management officials, administrative and support staff of universities. The subjects were selected using stratified random sampling. Data were collected using a questionnaire as well as interview guide. Statistical data were analyzed by referential and descriptive statistical processes with SPSS software. The findings reveal that the organisational structure of universities significantly affects the management. While the staff in universities require a more flexible approach which enhances more creativity, innovations and autonomy, the present organisational structure of universities contains high levels of formalization characterised by rigidity and centralised decision making processes. The staff feel that universities can operate between the two theoretical polarities (bureaucratic and collegial) in order to remain competitive.
Teacher Qualification and Students' Academic Performance in Science Mathematics and Technology Subjects in Kenya
Author: Musau, Lydia M.
Date: 2015-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Qualifications,Academic Achievement,STEM Education,Secondary School Students,Secondary School Teachers,Teacher Attitudes,Student Attitudes,Administrator Attitudes,Questionnaires,Content Analysis,Statistical Analysis,Teacher Effectiveness,Science Achievement,Mathematics Achievement,Inservice Teacher Education

Performance in Science, Mathematics and Technology (SMT) subjects among students in Kitui County, Kenya has perpetually been unsatisfactory. The aim of this study was to look into the extent to which teacher qualification influenced students' academic performance in SMT subjects. The study applied ex-post-facto survey research design. Random sampling was used to select eight secondary schools in Kitui County. It included eight head teachers, 40 teachers of SMT subjects and 600 candidates who sat for the Kenya Certificate of Secondary Education (KCSE) in the year 2012. Data were collected using questionnaire and document analysis. It was analyzed using descriptive and inferential statistical tools. The study found that there was no significant difference in means between teacher qualification and students' performance in SMT subjects at form four level F(1,37)=0.017, P&gt;0.05. The findings of the study further revealed that majority of the teachers of SMT subjects were trained graduates, most of them had attended in-service or refresher courses which resulted in slight improvement in the students' performance in SMT subjects. Recommendation is made for organization of more regular in-service and refresher training of SMT subject teachers to enable them embrace and conform to the emerging technologies in pedagogy.
Professional Development Needs of School Principals in the Context of Educational Reform
Author: Hussin, Sufean
Date: 2015-06-00
Type: Journal Articles
Subjects: Principals,Educational Change,Professional Development,Management Development,Educational Needs,Instructional Leadership,Transformational Leadership,Leadership Training,Training Methods,Models,Capacity Building,Competence,Administrator Attitudes,Likert Scales,Performance Factors,School Administration,Foreign Countries

Retraining and upskilling of human resources in organizations are deemed vital whenever a reform takes place, or whenever a huge policy is being implemented on a comprehensive scale. In an education system, officers, principals, and teachers need to be retrained so as to enable them implement and manage new changes, which are manifested in the form of new policies and strategic development plan mooted by the government. This article presents a study on the core professional development needs of school principals in the context of educational reform in Oman since 1998. The study used the survey method in which the respondents comprised 80 principals in Muscat, Oman. The study found fifteen prominent needs factors or domains which were necessary for professional development of school principals in Muscat specifically. The factors apparently could be group into two kinds of leadership needs, namely instructional leadership and transformational leadership. Also, principals contended that a systematic model relevant for professional development programs of principals ought to be designed and used by the Ministry of Education of Oman. New leadership competencies were needed to implement new policies and changes.
Influence of Leadership Styles on Teachers' Job Satisfaction: A Case of Selected Primary Schools in Songea and Morogoro Districts, Tanzania
Author: Machumu, Haruni J.
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Styles,Influences,Teacher Attitudes,Job Satisfaction,Elementary School Teachers,Primary Education,Case Studies,Democracy,Academic Achievement,Geographic Regions

This study reports on the kind of school leadership style that best suits for promoting teachers' job satisfaction in primary schools in Tanzania. The study employed cross sectional research design with samples of 200 teachers from 20 selected primary schools in Songea and Morogoro districts. Interviews, documentary analysis and questionnaires were used to collect data. The data were analyzed both qualitatively and quantitatively using tables, frequencies and percentages. It was found that the democratic leadership style was the most dominant in best performing primary schools. It is therefore suggested that there is much to be learnt with democratic leadership style as a copying strategy in least performing primary schools. Moreover, level of teachers' job satisfaction was reportedly high in best performing schools compared to least performing schools. The findings commended that democratic leadership style is the one which promotes high teachers' job satisfaction among teachers in primary schools.
Generic Reference in English, Arabic and Malay: A Cross Linguistic Typology and Comparison
Author: AL-Malki, Eidhah Abdullah
Date: 2014-00-00
Type: Journal Articles
Subjects: Semitic Languages,Indonesian Languages,Grammar,English (Second Language),Second Language Learning,English for Academic Purposes,Textbooks,Native Language,Language Classification,Second Language Instruction,Nouns,Phrase Structure,Comparative Analysis,Generalization,Contrastive Linguistics,Language Research,Language Universals,Linguistic Theory,Form Classes (Languages),Semantics,Cognitive Mapping

According to the Longman Grammar of Spoken and Written English 1999 by Biber et al. (p. 266) generic article uses are more than twice as common in academic English than in conversation or fiction. This is an area that English for Academic Purpose (EPA) textbooks and teachers would need to target more than general English teaching. This paper is therefore a contribution towards better understanding of what linguistic facts about generics teachers and textbooks of EAP might need to cover in order to deal with them satisfactorily, particularly for learners with Arabic or Malay as L1. This paper is also significant as it is the first to compare the expression of generic meanings by noun phrases in three typologically quite different languages: the Germanic language English, the Semitic language Arabic and the Austronesian language Malay. The contrast between the three languages is substantial in that they have different settings according to the nominal mapping parameter (NMP), which captures some widespread generalizations about the occurrence of mass and countable nouns and articles in the languages of the world. As a part of a bigger project that investigates the acquisition and interpretation of generic reference by speakers of these languages, this article is descriptive and comparative in nature. The main finding is that the rules for mapping forms to generic meanings are more complex in English than in Malay or Arabic, in that English marks the difference between NP level and S level genericity and between established and non-established categories.
Korean EFL Learners' Perspectives on Speaking Tasks: Discussion, Summary, and Information-Exchange Tasks
Author: Mihye, Kim
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Qualitative Research,Statistical Analysis,Interviews,Student Surveys,College Students,Second Language Instruction,Teaching Methods,Student Motivation,Correlation,Student Attitudes,Task Analysis,Student Characteristics,Questionnaires,Reliability,Likert Scales

This study investigates Korean university English as Foreign Language (EFL) learners' task preference among three different speaking tasks. Quantitative data were collected through questionnaires and qualitative data were collected from interviews. Quantitative data were obtained from 88 survey respondents and qualitative data from 50 interview participants. Two sets of identical questionnaires were used before and after the semester in which the study took place. Learners were asked to rate their degrees of task preference and their levels of task interest and task satisfaction in the classroom. The results show that &quot;Discussion task&quot; is the most preferred task type among the three different speaking tasks: &quot;Discussion task,&quot; &quot;Information-exchange task,&quot; and &quot;Summary task.&quot; However, learners report that &quot;Information-exchange task&quot; is the most difficult and their topic preference for the &quot;Information-exchange task&quot; is the lowest. In terms of the correlations between topic preference and speaking performance, moderate levels of positive correlations are shown. The findings suggest that task-based learning should be widely utilized in university-level EFL classrooms.