ethanporcaro/eric-fulltext-meta huggingface dataset:
Explaining the Effectiveness of the Contrast Culture Method for Managing Interpersonal Interactions across Cultures
Author: Hiratsuka, Hiroyoshi
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Differences,Intercultural Communication,Multicultural Education,Graduate Students,Foreign Students,Foreign Countries,Qualitative Research,Cultural Context,Student Attitudes,Reflection,Teaching Methods,Cross Cultural Training,Criticism,Researchers,Role,Validity,Ethics,Cultural Awareness,Focus Groups,Interviews

One of the current challenges in the field of intercultural education comes from the limited availability of training efficacy studies. The present study focused on explaining the effectiveness of the Contrast Culture Method (CCM) as an intercultural education method for managing interpersonal interactions across cultures between graduate international students and their local counterparts in an academic program in Japan. By incorporating a qualitative methodology through the grounded theory, the study explained a context of domestic interpersonal relations across cultures in Japan. The result showed CCM's effectiveness based on respondents' reflective accounts, and supported the ideas suggested by the original study. The article concludes with future directions for research and application of CCM.
A Study on the Role of School Curriculum and Teachers in Inculcation of Values among Elementary School Students
Author: Bhardwaj, Deepshikha
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values,Values Education,Elementary School Students,Grade 7,Textbooks,Textbook Evaluation,Interviews,Qualitative Research,Teaching Methods,Preservice Teacher Education,Questionnaires,Elementary School Teachers,Curriculum Design,Elementary School Curriculum,English (Second Language),English Literature,Teacher Role

Aim: The present study has been able to analyse the different methods applied for enlightening values by English teacher and NCERT English textbook of class VII. Apart from this, school curriculum which includes cultural activities on national and international events. Methodology: Seventh grade English textbook of NCERT was reviewed and analysed extensively to comprehend values in elementary students. Furthermore Qualitative method has been used in study to interviewed 24 teachers of government and private schools to know their teaching strategies and activities organized by school at national as well as international level to impart values. Findings: The findings of the study discovered that some of the strategies adopted by teachers are unable to inculcate values in students at elementary level because of their improper pre-service training as NCERT text book has most of the values relevant for elementary students. Questionnaire for teachers manifest that incapability of teachers in consequence of school work load hinders to organize activities inside and outside the school. Moreover, schools' shortcoming to provide single value education teacher to every particular level has also one of the difficulty in inculcation of values.
Towards Improving the Strategies of Effective Teaching of Entrepreneurship Development Education Courses to Office Technology and Management Students of Polytechnics in Delta State
Author: Esene, Robert A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Management Development,Comparative Analysis,Instructional Effectiveness,Teaching Methods,Entrepreneurship,Surveys,Statistical Analysis,Curriculum Implementation,Educational Strategies,College Students,Foreign Countries,College Faculty,Teacher Attitudes

This study investigated the strategies and tools for effective teaching of Entrepreneurship Development Education to OTM students of Polytechnics in Delta State. The design of the study was survey. Research question was raised for the study. An instrument which consisted of 70 items was distributed to 30 respondents in the areas covered in the study. Frequency and descriptive statistics were used in analyzing the data obtained. The finding of the study revealed that the implementation of EDE curriculum does not promote the acquisition and practical application of entrepreneurial skills as it is taught by incapable hands or taught theoretically. It was recommended that lecturers should be equipped in methodology and in content for effective service delivery.
Learning to Teach: What Do Pre-Service Teachers Report
Author: Naylor, Dawn A.
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Preservice Teachers,Student Attitudes,Sociocultural Patterns,Teacher Educators,Semi Structured Interviews,Comparative Analysis

Taking a sociocultural approach to understanding the phenomenon of learning to teach, this study examined the extent to which seven pre-service teachers, in their final year of a Bachelor of Education course in a regional Australian university campus, identified personal, professional and contextual aspects as significant influences on learning to teach. By listening to the voices of the preservice teachers, this study found three orientations towards learning to teach. While these orientations were specific to the pre-service teachers enrolled in one regional teacher education program, they do offer teacher educators some insight and advice into the phenomenon of learning to teach in contemporary times.
Creating and Sustaining Professional Learning Partnerships: Activity Theory as an Analytic Tool
Author: Bloomfield, Dianne
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Partnerships in Education,College School Cooperation,Social Theories,Program Effectiveness

Significant attention has been paid to the forms and practices of effective school-university partnerships in recent times as they are commonly seen as a key element to improve the quality of teacher education programs and thus graduate teachers. However, analysis of the effectiveness of such partnerships has not been so evident. This article critically reviews the notion of partnership and its practice in Australia, then presents a conceptual lens via activity theory through which to analyse opportunities and challenges, particularly with respect to school-university partnerships, within the current climate. A Professional Learning Partners Program in a specific context in Australia is also described to present one initiative that aims to develop an effective partnership between school and university.
Employablity Skills among Graduates of Estate Management in Nigeria
Author: Egbenta, Idu Robert
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employment Potential,Job Skills,College Graduates,Occupational Surveys,College Outcomes Assessment,Real Estate,Employer Attitudes,Questionnaires,Work Experience,Entrepreneurship,Skill Analysis

There is wide claim that employers have a high level of dissatisfaction associated with graduates from Nigeria higher institutions of learning. This paper examines whether graduates of estate management in Nigeria higher institutions have employability skills for productive employment. The study randomly sampled 59 principal partners or heads of practicing of Estate Surveying and Valuation firms in Nigeria. Descriptive analysis such as percentage, frequency, mean and standard deviation were used to analyse the data. The result showed that graduates of estate management have low employability skills to work effectively in estate surveying and valuation firms. The study suggests that employability skills should be taught as one of the topics in the professional practice course or entrepreneurship studies in order to equip graduates of estate management to meet the challenges in the world of work.
Navigating Discourses of Cultural Literacy in Teacher Education
Author: Halbert, Kelsey
Date: 2015-11-00
Type: Journal Articles
Subjects: Cultural Literacy,Preservice Teachers,Student Attitudes,Cultural Pluralism,Student Surveys,Discourse Analysis,Undergraduate Students,Foreign Countries,Standards,Teacher Education Programs,Educational Policy,Cultural Awareness,World Views,Change Agents,Participatory Research,Surveys

Pre-service teachers' understandings, skills and dispositions as global, culturally literate citizens and agents of change have arguably never been more important. Professional standards, systemic policies and frameworks and a broad range of scholarly perspectives on culture position pre-service teachers to take up cultural education in sometimes conflicting ways. It is these orientations to culture within a teacher education program and how they sit alongside potentially incongruent policies, practices and worldviews that are the focus of this paper. The practitioner research draws on cultural identity theories, policies and pre-service teacher experiences in the teaching and learning of an undergraduate education subject entitled Education for Cultural Diversity at a regional Australian university. Through discursive analysis of policy and pre-service teacher surveys this paper explores tensions that arise in navigating cultural constructs with pre-service teachers.
ICT Use in Preschool Science Education: A Case Study of Some Private Nursery Schools in Ekiti State
Author: Oluwadare, Feyisetan Adijatu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Private Schools,Educational Technology,Technology Uses in Education,Semi Structured Interviews,Control Groups,Experimental Groups,Science Instruction,Mathematics Instruction,Teaching Methods,Comparative Analysis,Technology Integration,Scientific Concepts,Recycling,Mathematical Concepts,Conventional Instruction,Pretests Posttests

This research reveals ICT uses in Ekiti preschool education and explores this use of ICT for science education. This case study is part of a wider research project concerning the use of Information and Communication Technologies (ICT) for teaching main natural science's concepts and mathematics in early year's classroom. The study was conducted during 2013-2014 school year and pupils participated in the study. The integration of ICT into preschool education has become a high priority for everybody involved in the learning process. The Mathematics and Science Achievement Test was given to pupils and semi-structured interviews with young children were conducted in 16 preschool classes in Ekiti state. Pupils in the control group received only the traditional science instruction about natural sciences (solubility, recycling) and mathematical concepts (comparison, classification and general knowledge of numbers). Pupils in the experimental group received only the science instruction with the use of ICT for the same topics. Both the experimental and the control groups consisted of classes from the same participating schools. The incorporation of ICT in early year's classes in private schools in Ekiti state should be considered as a means of an obligatory modernization of learning and teaching methods. The results of the research showed that teaching and learning through ICT as an innovative teaching method can be successful for understanding the concept of numbers and natural sciences phenomena at preschool level.
A Theoretical Basis for Adult Learning Facilitation: Review of Selected Articles
Author: Muneja, Mussa S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Adult Learning,Literature Reviews,Adult Education,Journal Articles,Andragogy,Global Approach,Educational Theories,Constructivism (Learning),Relevance (Education),Piagetian Theory,Scholarship,Productivity,Meta Analysis,Lifelong Learning,Postmodernism,Change Agents,Models

The aim of this paper is to synthesize a theoretical basis for adult learning facilitation in order to provide a valuable systematic resource in the field of adult education. The paper has reviewed 6 journal articles with topics ranging from theory of andragogy; the effect of globalization on adult learning; the contribution of Malcolm Knowles; Constructivism as a theoretical Model for Adult Learning and the Relevance of Piaget and Neo-Piagetian theories on adult education. Each article was first summarized and then it was critically reviewed to reflect the current Africa realities on Adult Education. The overall finding is that African scholars have not been in the forefront in contributing towards theories of adult learning facilitation. The key theorists like Malcolm Knowles, John Dewey, and Piaget are among many others who were born and trained in the west. So they theorized according to their own contexts. In the end a call is given to African academics in adult learning to push boundaries further in the field of andragogy in order to be applicable in the current socio-political and economic realities.
A Healthy Dose of Race? White Students' and Teachers' Unintentional Brushes with Whiteness
Author: Schulz, Samantha
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Consciousness Raising,Social Development,Racial Attitudes,College Faculty,Student Attitudes,Social Justice,Whites,Social Bias,Discourse Analysis,Racial Factors,White Students,Social Attitudes,Indigenous Populations,Racial Bias,Health Education,Victims,Essays,Journal Writing,Semi Structured Interviews,Observation

This paper reports on efforts by three Australian academics to develop students' sociocultural awareness (in particular, their racial literacy) during a time of mounting pressure on teacher educators to narrow and standardise their approaches. The field of health education provides a vehicle for research; however, it is not the paper's central foci. Of key concern is the development of a critical disposition in students--a disposition geared toward teaching for social equity. Learning of this nature transcends topic domains, and therefore allows for collaboration between academics in different parts of teacher education. Specifically, the paper focuses upon &quot;whiteness&quot; and applies a whiteness lens (a form of critical discourse analysis) to portions of the research data to explore how discourses of race circumscribe the efforts of white students and teachers, often resulting in unintentional &quot;brushes&quot; with whiteness (or reproductions of white race privilege). A collaborative approach that develops racial literacy through direct engagement with racial representations is considered as a way forward.
I Know How to Add Them, I Didn't Know I Had to Add Them
Author: Jhagroo, Jyoti R.
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Secondary School Mathematics,Secondary School Students,Second Language Learning,Barriers,Language of Instruction,Phenomenology,Interviews,Observation,Limited English Speaking,Code Switching (Language),Coping,Mathematics Skills

Ten non-English speaking immigrant students shared their lived experiences in their secondary school mathematics classrooms in New Zealand. Through the voices of these students some understandings of the challenges they experienced as second language learners are brought to the fore. The students' perspectives of the language-related challenges that they faced, how they made sense of learning in an environment where the medium of instruction was dissimilar to their first language, and the impact that language-related challenges may have had on their perceptions of their ability in their new environment compared to their home country, form the basis of this paper.
Volunteering within Initial Teacher Education: Factors That Boost and Block Participation
Author: Forster, Daniella J.
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Volunteers,Preservice Teacher Education,Online Surveys,Preservice Teachers,Student Attitudes,Barriers,Service Learning,School Community Programs,Outreach Programs,Statistical Analysis,Student Characteristics,Qualitative Research

Voluntary professional experience can be a powerful way for initial teacher education (ITE) students to develop an understanding of schools and their communities. Do ITE students make use of these opportunities? There is little Australian research that explores genuine volunteering that does not &quot;require&quot; students to engage with the community. We conducted an on-line survey with 141 ITE students who were eligible to participate in a volunteer program. What factors reduced volunteering and what factors enhanced it? The results showed that, while students value volunteering and can point to benefits that come from it, most are unable or unwilling to participate. What factors differentiate those students who do volunteer despite the demands of complex, busy lives?
Effective Teaching Practices for Aboriginal and Torres Strait Islander Students: A Review of the Literature
Author: Lloyd, Natalie J.
Date: 2015-11-00
Type: Journal Articles
Subjects: Literature Reviews,Best Practices,Instructional Effectiveness,Pacific Islanders,Teaching Models,Teaching Methods,Teaching Styles,Teacher Behavior,Research Methodology,Evidence,Opinions,Indigenous Knowledge,Indigenous Populations,Evaluation,Data Interpretation,Foreign Countries

This paper presents a review of the literature pertaining to the teacher actions that influence Aboriginal and/or Torres Strait Islander student learning outcomes. This review investigates two foci: the identification of teacher actions influencing learning outcomes for Aboriginal and/or Torres Strait Islander students and the methodological approach to how the influence of teacher behaviours on student learning has been determined. The literature review identifies that published literature in the effective teaching area is predominantly in the &quot;good ideas&quot; category; that is assertions are made by authors with no research-based evidence for supporting such claims, especially through quantitative research which seeks to test the influence of specific facets of quality teaching, especially those facets identified by Aboriginal and/or Torres Strait Islander students as the qualities of effective teachers. Where there is evidence supporting best practices, the evidence is primarily qualitative in nature. The review affirms the need for empirical evidence to &quot;tease out facets of quality teaching that are salient to Aboriginal students; elucidate their perspectives of teacher quality; and test the influence of specific facets of quality teaching on academic outcomes and the consequences of the findings for developing interventions for Aboriginal and Torres Strait Islander students.&quot; Craven, Bodkin-Andrews and Yeung's (2007, p4).
NADE Members Respond--Developmental Education Research Agenda: Survey of Field Professionals, Part I
Author: Saxon, D. Patrick
Date: 2015-00-00
Type: Journal Articles
Subjects: Remedial Instruction,Educational Research,Research Needs,Educational Change,Professional Associations,Online Surveys,Best Practices,Academic Persistence,School Holding Power,Instructional Effectiveness,Student Placement,Student Evaluation,College Students

The field of developmental education has undergone substantial change in recent years. It seems there are two primary forces driving reform at this time. The first is policy makers who believe reform is necessary in order for developmental education to perform more effectively. The second are opportunists and for-profit companies using social, economic, and political influence to promote reform through innovations, commercialized instructional models, and/or technology-based products. As these changes are implemented, developmental education professionals will be challenged to rethink and reformulate their practice. Administrators and practitioners must work to intricately define models and methods of instruction; they will likely need to redefine the roles of teachers and other personnel in redesigned program and classroom structures. Ultimately, they will be accountable for implementing the solutions that are being promoted and evaluating the results of reform. It is appropriate at this time to listen to developmental education professionals regarding critical components of practice: What research is needed to inform meaningful practice in developmental education? This study has been undertaken to poll the members of The National Association for Developmental Education (NADE), as the largest professional association in the field, to determine their ideas and beliefs about the research agenda on which the field of developmental education should focus in the coming years. This column is the first of two that will describe and present the findings of the study.
Unplanned Parenthood: The Socio-Economic Consequences of Adolescent Child-Bearing in Nigeria
Author: Odu, Bimbola Kemi
Date: 2015-00-00
Type: Journal Articles
Subjects: Adolescents,Early Parenthood,Sex Role,Socioeconomic Influences,Mothers,Sexuality,African Culture,Females,Futures (of Society),Educational Attainment,Work Experience,Skill Development,Foreign Countries

Adolescent girls feel that adolescent years are a period of breaking away from parents and authority and of finding personal values and particular social and vocational roles. It is an exciting period but possibly a time of experimentation and discovery, discovering people in a relationship and for the first time expressing that relationship sexually. Unfortunately, adolescent girls in the society today are ill-equipped with knowledge about the functions of their body chemistry. Although, in the African culture a girl is brought up and socialized in preparation for motherhood, it is a major component of the feminine gender roles as taught to a female child by the parents and others with whom she comes into contact. Though the assertion that &quot;all women need to be mothers&quot; comes to be true, but some adolescent become parents at the wrong time, thereby complicating matters and the implications are very enormous. This paper examines the socio-economic consequences of adolescent child bearing. In the paper, it is observed that unplanned parenthood has a long-time adverse socio-economic impact on the adolescent mothers and it is capable of truncating their future. It is however recommended that adolescent girls should endeavour to complete their education, learn new functional skills, gain some work experience and designs a future for themselves before starting a family.
Acceptance and Adoption of Open Access Publication (OAP) in University Libraries in South East Nigeria
Author: Sambe, Manasseh Tyungu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Research Libraries,Access to Information,Electronic Publishing,Surveys,Librarians,Librarian Attitudes

This study examines the kinds of open access scholarly publication or information resources accepted and adopted by federal university libraries in South East Nigeria. The purpose was to determine the factors that affect open access scholarly publication or information resources acceptance and adoption in university libraries. The study adopted descriptive survey research design. Findings revealed that university libraries accept and adopt open access such as institutional repository, open journals, subject repository, e-books, personal websites among others with the use of computers, internet facilities and services among others. Inadequate internet facilities and services were identified as a major factor that affects open access acceptance and adoption in university libraries. The study concluded that open access scholarly communication or information resources are a vital tool of solving not only financial problems in libraries in general and university libraries in particular, but also enable university libraries to keep pace with information explosion or changing trends in libraries. Based on this, it recommends that university libraries should ensure that users are provided with adequate and quality open access information resources for there is a need for access and use of information materials in all formats, and acceptance and adoption of open access information resources could incite users to quickly access and utilize university library resources to a high extent.