ethanporcaro/eric-fulltext-meta huggingface dataset:
The Valorisation of African Languages and Policies in the African Education Systems: A Case of Uganda
Author: Muzoora, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Theory,Postmodernism,Cultural Influences,Language Planning,Educational Policy,Language of Instruction,African Languages,Rural Areas,Native Language

This paper highlights the challenges of current language policies in education in Africa, with reference to Uganda. Also examined are the likely challenges to language policy in education, while indicating how these challenges can be curtailed or overcome. The authors suggest a different view is required when approaching this topic with a paradigm shift from modernist theories imbued with colonial and neo-colonial approaches experienced by African countries over decades. The use of a more post-modernist critical theory is required to envisage democracy, linguistic justice, linguistic human rights, linguistic citizenship, diversity and sustainability for quality education and development. The execution of outdated language policies in education that are often misguided and do not reflect reality continually cost individual learners and their societies. This is evidenced by the trend of education output and research by scholars worldwide on literacy and educational achievement in Africa. Many African governments are tending towards local/arterial languages in educational policy and are supportive of inclusion of African languages in education; however the trend in literacy and educational attainment is stagnant with outcomes becoming worse. By advocating for a much wider collective approach, research based on these very communities by African researchers working with and in the communities can aid an improved outcome in the African settings. The approach advocates language policies in education to shift from borrowing colonial policies to pragmatic policies which are emancipatory and liberative with learner centred approaches to teaching and learning.
English for Specific Purposes (ESP): A Holistic Review
Author: Rahman, Momtazur
Date: 2015-00-00
Type: Journal Articles
Subjects: Needs Assessment,English for Special Purposes,Second Language Instruction,English (Second Language),Statistical Analysis

English for Specific Purposes, known as acronym-&quot;ESP&quot;, has been a distinct activity in the field of English Language Teaching (ELT) since 1960s. The flowering period of ESP has been identified due to many incidents like the second world war in 1945, the rapid expansion in scientific, the growth of science and technology, the increased use of English as the international language of science, technology and business, the increased economic power of certain oil-rich countries and increased numbers of international students studying in English Speaking countries. Needs analysis is the key essence of ESP. The paper reviews the history and development of ESP, the notion of needs analysis in ESP setting and some important components of ESP needs analysis. Finally the paper critically reviews the ESP needs analysis models. TSA (Target Situation Analysis), PSA (Present Situation Analysis), LSA (Learning Situation Analysis), MA (Means Analysis) and Language Audit are the salient features of needs analysis in any ESP context. In the field of ESP, there are a number of models of needs analysis such as Munby (1978), McDonough (1984), Hutchinson &amp; Waters (1987), Robinson (1991), West (1994), Jordan (1997) and Dudley-Evans &amp; St. John (1998). These theoretical models are similar to a certain extent that they aim at identifying the English language needs of the learners. The paper provides the readers with a solid review on some ESP needs assessment models.
How Schoolchildren Choose Their Friends, How Teachers Think about These Relationships and What Influence They Have
Author: Dopplinger, Ursula
Date: 2014-00-00
Type: Journal Articles
Subjects: Friendship,Peer Relationship,Expectation,Teacher Influence,Teacher Attitudes,Student Behavior,Social Networks,Network Analysis,Social Influences,Elementary School Students,Foreign Countries,Elementary School Teachers,Questionnaires,Student Characteristics,Cultural Influences,Human Body,Cognitive Ability,Student Attitudes,Stereotypes

This study explores the personal student attributes which influence a student being accepted by their peers and teachers, within a primary school context. The literature surrounding this construct outlines the important roles of peer groups in socialization. Being part of the relations to classmates, pupils classify each other automatically or even unknowingly into categories as a reaction of emotions and acceptance within the strict frame of reference existing in primary schools. Although human beings adopt their behavior to their perceptions, children in primary school classes have different kinds of references in school. However there is a gap in literature which leaves the implicit influence of teachers expectations unexplored. So this study aims to bridge this gap by exploring on the one hand adopted actions to the classmates' expectations and on the other hand the influence of the teachers' perceptions and observations on the students' behavior. To do this, the social network analysis (SNA) was used, as it is a valid method for exploring the social mechanism which takes place in a social system like it can be found in school classes. Therefore the study was conducted in a primary school in Austria. The results demonstrated that teachers influence unknowingly their pupils' opinion about their classmates' social network, which highlights the process of social learning.
Accreditation Role of the National Universities Commission and the Quality of the Educational Inputs into Nigerian University System
Author: Ibijola
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accreditation (Institutions),Surveys,Universities,Educational Quality,Correlation,College Faculty,Role,Academic Standards,Hypothesis Testing,Needs Assessment

The Accreditation role of the National Universities Commission (NUC) and the quality of the educational inputs into Nigerian university system was investigated in this work, using a descriptive research of survey design. The population consisted of public Universities in South-West, Nigeria. The sample was made up of 300 subjects, consisting of 50 staff members from six Universities sampled from the population. The findings of the study revealed a moderate level of NUC performance of its accreditation role, and a direct positive relationship with quality of inputs into Nigerian university system. Based on the findings of the study, conclusions were drawn and recommendation made that the National Universities Commission should improve on its accreditation role to improve on the quality of educational inputs into Nigeria university system.
Opportunities and Possibilities: Philosophical Hermeneutics and the Educational Researcher
Author: Agrey, Loren G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Opportunities,Educational Practices,Educational Research,Hermeneutics,Research Tools,Qualitative Research,Research Methodology,Inquiry,Discourse Analysis,Discourse Modes,Discussion,Educational Innovation

The opportunities that philosophical hermeneutics provide as a research tool are explored and it is shown that this qualitative research method can be employed as a valuable tool for the educational researcher. Used as an alternative to the standard quantitative approach to educational research, currently being the dominant paradigm of data collection and analysis, the hermeneutic approach provides for a variety of interesting possibilities. This concept of research allows one to use interpretation to learn and understand by building on one's own experiences and existing fore-structure while not attempting to remove oneself from the object being studied. When successfully applied, researchers from within the human sciences, and specifically education, can benefit from this alternative method.
Metacognitive Invariants as Psychological-Pedagogical Factors of Training
Author: Gein, Alexander G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Metacognition,Competence,Teaching Methods,Scores,Experimental Groups,Learning Processes

In this paper, we propose an approach to acquire by students the cognitive competencies. This approach is based on the inclusion of metacognitive invariants in a methodical system. It is verified experimentally that the quality of the learning increases if the proposed invariants are included into academic courses.
Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education
Author: Robertson, Lorayne
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Arts,English,Critical Literacy,Constructivism (Learning),Social Justice,Preservice Teacher Education,Preservice Teachers,Educational Technology,Multiple Literacies,Educational Change,Social Change,Educational Practices,Assignments,Surveys,Transformative Learning,Instruction,Focus Groups,Interviews,Computer Mediated Communication,Media Literacy

This paper outlines a four-year study of a preservice education course based on a socio-constructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies. The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.
Shifting the Focus to Student Learning: Characteristics of Effective Teaching Practice as Identified by Experienced Pre-Service Faculty Advisors
Author: Maynes, Nancy
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Teacher Effectiveness,Focus Groups,Preservice Teacher Education,Faculty Advisers,Teacher Educators,Learning,Concept Formation,Faculty Development,Foreign Countries

Cochrane-Smith and Power identify trends in teacher education programs with some relating to heightened teacher accountability for students' learning. In this paper we provide a model that identifies characteristics believed to be critical elements related to a teacher's conceptual focus shifting from an emphasis on their teaching to their students' learning and we have grounded these characteristics in current educational research. Through focus group inquiry, we have identified those teacher characteristics thought to account for effective teaching practice. These characteristics include: a professional growth perspective, passion and enthusiasm for the content, pedagogical content knowledge, a rich instructional repertoire of strategies, awareness of assessment for, as, and of learning, ability to read the body language of the learner, caring classroom management strategies, and instructional efforts (e.g., social justice). Our research data provide a conceptual framework for further study.
Application of Hierarchical Linear Models/Linear Mixed-Effects Models in School Effectiveness Research
Author: Ker, H. W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Effective Schools Research,Hierarchical Linear Modeling,Regression (Statistics),Comparative Analysis,Data Analysis

Multilevel data are very common in educational research. Hierarchical linear models/linear mixed-effects models (HLMs/LMEs) are often utilized to analyze multilevel data nowadays. This paper discusses the problems of utilizing ordinary regressions for modeling multilevel educational data, compare the data analytic results from three regression techniques, and demonstrate the appropriate use of HLMs/LMEs in school effectiveness research. An analysis of a subset of NELS-88 data in which students are nested within schools is used to illustrate features of HLMs/LMEs, relative to both student-level analysis that ignores the hierarchy of the dataset, and school-level analysis that aggregate the student-level units. The features and advantages of HLMs/LMEs in multilevel educational data analysis are discussed. Some guidelines, caveats, suggestions and recommendations in utilizing HLMs/LMEs for analyzing multilevel educational data are highlighted.
Parent Involvement, Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators
Author: McNeal, Ralph B., Jr.
Date: 2014-00-00
Type: Journal Articles
Subjects: Correlation,Parent Participation,Academic Achievement,Parent Child Relationship,Parent School Relationship,Student Attitudes,Expectation,Student Behavior,Attendance,Homework,Truancy,Mathematics Achievement,Science Achievement,National Surveys,Longitudinal Studies,Parent Teacher Cooperation,Parent Associations,Teacher Associations,Hypothesis Testing,Demography,Socioeconomic Influences,Grade 8,Grade 10,Statistical Analysis,Reading Achievement

Previous research shows inconsistent relationships between parent involvement and academic achievement and often asks why such inconsistencies occur. The research proposes a theoretical model that separates parent involvement into those practices linking parents to children and those practices linking parents to other adults in the school environment. The researcher hypothesizes that parent-child (i.e. discussion and monitoring) and parent-school (i.e. educational support strategies and Parent Teacher Organization involvement) practices will differentially affect student attitudes (educational expectations), behaviors (absenteeism, homework, truancy), and achievement (math and science). Using a national survey conducted in the United States of schools and students, the National Education Longitudinal Study (NELS:88), The research estimates a series of hierarchical models to test the direct and indirect effects of parent involvement on student attitudinal, behavioral and academic outcomes. Findings confirm that parent-child and parent-school involvement practices differentially influence student attitudes and behaviors, thereby indirectly affecting student achievement -- to varying degrees.
Undergraduate Students' Attitudes toward Biodiversity
Author: Huang, Hui-Ju
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Biodiversity,Student Surveys,Statistical Analysis,Gender Differences,Cultural Differences,Comparative Analysis,Conservation (Environment),Experience

The study investigated American and Taiwan undergraduate students' attitudes toward biodiversity. The survey questionnaire consisted of statements prompted by the question &quot;To what extent do you agree with the following statements about problems with the biodiversity issues.&quot; Students indicated strongly disagree, disagree, agree, strongly agree, or no opinion. The questionnaire inquired students' awareness of biodiversity and the impact of human activity on biodiversity. The students' attitudes were analyzed by frequency of response and average value of response. The t-test was conducted to examine the difference among students of different backgrounds. The results showed that both American and Taiwan undergraduate students had consensus that they expressed lower level of confidence in the ability of science and technology to solve biodiversity problems, and they did not agree that people worry too much about the problem of biodiversity issue. There were also significant differences between different groups (gender, with or without experience of conservation activities). Understanding students' attitudes is important for educators to plan curriculum and instruction.
Comparison of Example-Based Learning and Problem-Based Learning in Engineering Domain
Author: Sern, Lai Chee
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering,Engineering Education,Problem Based Learning,Learning,Comparative Analysis,Experiments,Pretests Posttests,Measures (Individuals),Cognitive Processes,Difficulty Level,Questionnaires,Learning Processes,College Students,Statistical Distributions

The research was conducted to compare the impacts of problem-based learning (PBL) and example-based learning (EBL) on the learning performance in an engineering domain. The research was implemented by means of experimental design. Specifically, a two-group experiment with a pre- and post-test design was used in this research. A total of 37 students were randomly assigned to PBL and EBL groups. A pre- and post test were developed to measure learning performance. In addition, cognitive loads imposed by those learning strategies were gauged using NASA-TLX questionnaire. The results reveal that EBL is a more effective way to enhance learning performance and induces lower cognitive load during the process of learning and answering the test in comparison to PBL.
Teachers' Dispositions and Beliefs about Cultural and Linguistic Diversity
Author: Vázquez-Montilla, Elia
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Characteristics,Cultural Pluralism,Language Usage,Student Diversity,Correlation,Educational Practices,Teacher Surveys,Educational Legislation,Federal Legislation,English Language Learners,Social Attitudes,Experience,Teacher Education,Comparative Analysis,Teachers,Factor Analysis,Statistical Analysis

Teachers' beliefs towards their students' cultural backgrounds and languages affect all aspects of learning. Critical consciousness of attitudes and beliefs about the increasing culturally and linguistically diverse (CLD) student population is necessary for aligning individual beliefs with effective teaching practices. Rethinking how to work with diverse students is central to how future teachers will impact academic outcomes of the increasing CLD student presence in schools. There is paucity in current literature that informs us about the dispositions that may have a positive correlation with affirming attitudes toward working in a more diverse schools system. Additionally, it appears to be a lack of a systematic analysis of the various factors and characteristics of teachers and their attitudinal beliefs about language and cultural diversity in the schools. Consequently, there is a need to identify the efficacy of the integrated and infused ideas related to diversity especially in the attitudes toward CLD students. This study attempted to find factors that may influence beliefs, dispositions, and teaching practices when encountering CLD students among teachers from school districts in a tri-county area in southwest Florida. The information is based on responses provided by 425 participants to the &quot;Beliefs and Attitudes&quot; survey section.
The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course
Author: Abdi, Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Multiple Intelligences,Grade 5,Elementary School Students,Conventional Instruction,Experimental Groups,Control Groups,Comparative Analysis,Science Achievement,Achievement Tests,Statistical Analysis,Scores,Hypothesis Testing,Quasiexperimental Design,Foreign Countries

The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected through multi-stage clustered sampling. The group which was assigned as experimental group was instructed through Teaching Strategy based on Multiple Intelligences whereas the other group was traditionally instructed. This experimental study lasted 8 weeks. To determine the effectiveness of Teaching Strategy based on Multiple Intelligences over common teaching method (traditional instruction), an achievement test about sciences which consisted of 30 items was administered. For the statistical analysis, Analysis of Covariance (ANCOVA) was used. The results showed that students who were instructed through Teaching Strategy based on Multiple Intelligences were achieved higher score than the ones which were instructed through the traditional instruction.
The Barriers to the Use of ICT in Teaching in Saudi Arabia: A Review of Literature
Author: Al Mulhim, Ensaf
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Educational Technology,Technology Integration,Teacher Attitudes,Access to Computers,Teacher Competencies,Training,Time Management,Barriers,Literature Reviews,Teacher Education,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers

The paper reports some of the reasons behind the low use of Information and Communication Technology (ICT) by teachers. The paper has reviewed a number or studies from different parts of the world and paid greater attention to Saudi Arabia. The literature reveals a number of factors that hinder teachers' use of ICT. This paper will focus on lack of access to technology, lack of training and lack of time.
Enhancing the Quality and Relevance of Higher Education through Effective Teaching Practices and Instructors' Characteristics
Author: Alemu, Birhanu Moges
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Instructional Effectiveness,Teacher Characteristics,Educational Quality,College Students,Student Attitudes,Teacher Effectiveness,Reflection,Engineering,Engineering Education,Interviews,Likert Scales,Questionnaires,Personality Traits,Correlation,Mixed Methods Research,College Faculty,Deans,Measures (Individuals),Statistical Analysis,Teacher Student Relationship

The five key behaviours for effective teaching are: lesson clarity, instructional variety, and instructor task orientation, engagement in the learning process and student success rate. This study examines the reflections of university students and instructors regarding the implementation of effective teaching practices and instructors' characteristics in engineering education. Data gathered from two groups (engineering students &amp; instructors) interviews were developed and 25 item Likert scale questionnaires were completed by a sample of 69 students and 64 instructors. Means, ranking, and standard deviation followed by other analyses indicated that there was a high degree of similarity between students and instructors with respect to the perceived attributes of effective and ineffective teaching. It appears that the effective instructors are the mirror image of the ineffective by being imbued with a generous dose of personality traits in addition to skills. Both instructors and students in this research conducted in the selected universities of Ethiopia depicted the effective/excellent university instructor as someone who: (1) is respectful, (2) makes classes interesting, (3) is fair in evaluating, (4) cares about students' success, (5) shows a love for their subject, (6) is friendly, (7) encourages questions and discussion, (8) is always well prepared and organized, and (9) makes difficult subjects easy to learn. Findings of students' and instructors' perspectives suggest that effective teaching is the blending of both personality and ability factors. The key factor, however, remains the instructors' personality.