ethanporcaro/eric-fulltext-meta huggingface dataset:
The Current Teacher Education Programs in Ethiopia: Reflection on Practice
Author: Mekonnen, Geberew Tulu
Date: 2017-03-23
Type: Journal Articles
Subjects: Foreign Countries,Enrollment Rate,Graduation Rate,Student Attrition,Content Analysis,Interviews,Educational Practices,Student Surveys,Student Teacher Attitudes,Cohort Analysis,Intellectual Disciplines,Preservice Teacher Education

This study threw light on the current practice of Postgraduate Diploma in Teaching Program at Addis Ababa University, Ethiopia. The study focused on the enrolment, graduation and attrition proportion of Postgraduate Diploma in Teaching candidates in the year 2011 and 2015. The 2011 and 2015 academic years have been purposively selected because the in-out-in and in-out training modalities were introduced in these academic years respectively. To this end, document analysis and interview were employed as the means of data collection. The enrolment of 427 candidates in 2011 academic year, and 268 candidates in 2015 were considered to view the total number of graduates in the subsequent years. The data collected were analyzed using numbers and percentage for quantitative data, and description was employed for the qualitative data. Finally, it was discovered that the attrition proportion was very high for 2011 and 2015 academic years. For example, the total of 179 candidates (41.92%) graduated from 427 candidates who were enrolled in 2011 academic year. Similarly, in 2015, from the total of 268 candidates, only 118 candidates (44.03) graduated. Consequently, 50.08% and 55.97% of the candidates left the training in 2011 and 2015 academic years respectively. The study also shows that candidates were not interested in the program since most of them joined the program because of lack of any other job opportunities. From the study, further deliberation on the motivation and retention mechanisms of the candidates was implied. Various stakeholders, Ministry of Education, Regional bureaus, universities, etc. need to join their hands so as to further strengthen the current Teacher Education Programs.
Development of the Nonverbal Communication Skills of School Administrators Scale (NCSSAS): Validity, Reliability and Implementation Study
Author: Uzun, Tevfik
Date: 2017-04-10
Type: Journal Articles
Subjects: Nonverbal Communication,Communication Skills,School Administration,Job Performance,Teacher Effectiveness,Administrator Effectiveness,Test Construction,Item Analysis,Factor Analysis,Elementary School Teachers,Test Reliability,Program Implementation,Foreign Countries,Statistical Analysis

The main purpose of this study is to develop a scale intended for identifying the school administrators' nonverbal communication skills, and establish the relationship between the nonverbal communication skills of school administrators and job performance of teachers. The study was conducted in three stages. The first stage involved the creation of a pool of items based on a literature review, and the performance of an initial pilot test for item analysis. In the initial pilot test, the scale was applied to 109 primary school teachers. In the second pilot test, the validity and reliability of the scale was tested by being applied to 220 teachers. According to the exploratory factor analysis results, the scale consisted of 29 items and seven sub dimensions. The contribution made to the variance by sub dimensions was 71.93. Factor loadings varied between 0.57 and 0.87. The confirmatory factor analysis (?[superscript 2]/df, 1.365; RMSEA, 0.041; CFI, 0.965; IFI, 0.966; GFI, 0.869; AGFI, 0.858; RMR, 0.058) was conducted on the structure resulting from the performance of the exploratory and the validity of the structure was established. The Cronbach Alpha value of the scale was established as 0.897. The third stage of the study saw the performance of a study conducted on 289 teachers with a view to presenting the relationship between the nonverbal communication skills of school administrators and the job performance of teachers. According to the results, there is a positively significant relationship between the nonverbal communication skills of school administrators and the job performance of teachers (r = 0.41, p&lt;0.01).
The Effect of Learning Cycle Constructivist-Based Approach on Students' Academic Achievement and Attitude towards Chemistry in Secondary Schools in North-Eastern Part of Nigeria
Author: Jack, Gladys Uzezi
Date: 2017-04-10
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),Academic Achievement,Chemistry,Secondary School Students,Scientific Attitudes,Control Groups,Experimental Groups,Quasiexperimental Design,Achievement Tests,Attitude Measures,Progress Monitoring,Hypothesis Testing,Pretests Posttests,Likert Scales,Randomized Controlled Trials

This study investigated the effect of learning cycle constructivist-based approach on secondary schools students' academic achievement and their attitude towards chemistry. The design used was a pre-test, post-test non randomized control group quasi experimental research design. The design consisted of two instructional groups (learning cycle group and lecture group), two attitudes (positive and negative) and repeated testing (pre-test and post-test). The samples of the study comprised 120 students from four mixed senior secondary school class II (SS II) randomly drawn from the population. The instruments used in collecting data were chemistry achievement test (CAT) and chemistry attitude scale (CAS). The data were analyzed using mean, standard deviation and analysis of covariance (ANCOVA) used to compare the positive and negative attitude with the experimental group on academic achievement. The findings of the study indicated that learning cycle had a significant effect on students' achievement in chemistry, students taught with learning cycle significantly achieved better in chemistry Post-test than those taught with lecture method, and a non-significant difference existed in academic achievement between students with positive and negative attitude after treatment. It was concluded that learning cycle method seems an appropriate instructional model that could be used to solve the problems of science teaching and learning since it enhances students' achievement, facilitates learning and its effectiveness is not limited by attitude.
Relations among Personal Initiative and the Development of Reading Strategy Knowledge and Reading Comprehension
Author: Warner, Greta J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Comprehension,Reading Motivation,Structural Equation Models,Longitudinal Studies,Elementary School Students,Instructional Program Divisions,Comparative Analysis,Parent Surveys,Hypothesis Testing,Correlation,Foreign Countries,Statistical Analysis

Reading comprehension is a self-regulated activity that depends on the proactive effort of the reader. Therefore, the authors studied the effects of personal initiative (PI) on the development of reading comprehension, mediated by reading strategy knowledge. Structural equation modelling was applied to a longitudinal study with two data waves separated by two years. At Time 1, the participants (N = 1,102) were either in third or fourth grade. At Time 2, third graders had moved to grade five, and fourth graders had moved to grade six (N = 1,009). At both grade levels, PI explained unique variance in reading strategy knowledge and reading comprehension at Time 2. Moreover, from fourth to sixth grade the effect of PI on reading comprehension was mediated by reading strategy knowledge. No mediation was observed from third to fifth grade. These findings emphasize the relevance of PI in the development of reading strategy knowledge and reading comprehension. They further reveal that the hypothesized mediation process does not unfold until sixth grade.
Re-Animating the Mathematical Concept: A Materialist Look at Students Practicing Mathematics with Digital Technology
Author: Chorney, Sean
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics Education,Technology Uses in Education,Secondary School Mathematics,Geometry,Computer Software,Philosophy,Learning Theories,Humanism,Affordances,High School Students,Grade 9,Foreign Countries

This paper proposes a philosophical approach to the mathematical engagement involving students and a digital tool. This philosophical proposal aligns with other theories of learning that have been implemented in mathematics education but rearticulates some metaphors so as to promote insight and ideas to further support continued investigations into the learning of mathematics. In particular, this philosophical proposal takes seriously the notion that a priori to activity, there are no objects which in turn challenge the notions of intention, affordance and/or representation. To exemplify this perspective, two episodes of grade nine students using a dynamic geometry software are analysed to elaborate how mathematics can be seen to emerge from working with a tool.
Information and Communication Technologies (ICT) and Their Relation to Academic Results Indicators in State Public Universities in Mexico
Author: Arcos-Vega, José L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Bachelors Degrees,Correlation,Predictor Variables,Educational Indicators,Academic Achievement,Educational Quality,Educational Policy,Sustainable Development,Environmental Education,Technology Integration,Enrollment Rate,Graduation Rate,Qualifications,Outcomes of Education,Statistical Analysis

We present an analysis regarding Information and Communication Technologies (ICT) and their relation with indicators of academic results in bachelor's degree programs offered in state public universities in Mexico. This work is non experimental, cross-sectional, and correlational. The goal is to determine significant relations between variables: educational programs that incorporate telematics in their programs and courses of study, qualifications, withholding rates, completion rates, professional integration, along with graduates and employers satisfaction. The data is formed by 58 universities that presented their Program of Quality Strengthening in Education Institutions (PROFOCIE) projects before Ministry of Public Education (SEP) in 2015; and were processed in the statistic package SPSS, obtaining correlation coefficients. These results showed significant relation to withholding rates and student and graduates satisfaction, even though a significant relation was not found in degree indicators, completion rates, and professional integration.
Kahenman and Tversky's Research on Heuristics and Its Application to Junior Athletic Development and the College Recruiting Process
Author: Ryan, Brendan M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Heuristics,College Athletics,Social Theories,Student Recruitment,Parent Teacher Cooperation,Change Strategies,Strategic Planning,Decision Making

This paper will apply the work of Amos Tversky and Daniel Kahneman in Prospect theory to the college recruiting process. Prospect theory challenges one of the fundamental ideas of Economics; humans are rational creatures and make rational decisions. The theory demonstrates that in fact, often humans do not make rational decisions and are instead subject to &quot;heuristics&quot;. Heuristics are mental shortcuts individuals use to solve problems. The paper will both explain heuristics, as well as demonstrate how coaches, administrators, and junior athletes should be aware of the role of heuristics in both long-term developments, as well as the college recruitment process.
Addressing Diversity on College Campuses: Changing Expectations and Practices in Instructional Leadership
Author: Chen, Angela
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Campuses,Diversity (Institutional),Educational Practices,Ethnic Diversity,Cultural Pluralism,Barriers,Higher Education,Best Practices

The increasing diversity evident across all facets of American society is creating opportunities as well as challenges for instructional leaders across the nation's postsecondary institutions. Racial and ethnic diversity and the attendant challenges and benefits of multiculturalism in society are more awareness in higher education. This study synthesizes the issues of Diversity in Higher Education Institutions and ethnically diverse university environments in a U.S. context and effective practices in Instructional Leadership based on that work to help administrators to find an effective way for future practice. In this way, the expected outcome is the creation of opportunities for underrepresented minorities so that all students can reach their greatest potential.
The Learning of Chinese Idiomatic Expressions as a Foreign Language
Author: Liu, Li
Date: 2017-00-00
Type: Journal Articles
Subjects: Chinese,Second Language Learning,Figurative Language,Teaching Methods,Transfer of Training,Native Language,Questionnaires,Language Tests,Semantics,Phrase Structure,Comparative Analysis,Statistical Analysis,Foreign Countries

Chinese idioms are mostly four-character phrases and are called Quadra-syllabic Idiomatic Expressions (QIEs). It has long been reported that learning of Chinese QIEs poses a great challenge for both young L1 speakers and adult L2 learners as the condensed form is often associated with complicated figurative meanings. The present study explored the factors that influence the learning of Chinese QIEs as a Foreign Language (FL). The results of a comprehension test and a questionnaire showed that semantically transparent QIEs were understood much better than opaque ones; being structurally symmetric also facilitated QIE understanding, but with limited effect. Language transfer was another factor to consider especially when the learners were from mixed nationalities. The results were then compared with those reported in the Native Language (NL) QIE learning and were further discussed in terms of the pedagogical implications for the learning of QIEs in FL teaching.
Pros &amp; Cons of Using Blackboard Collaborate for Blended Learning on Students' Learning Outcomes
Author: Hamad, Mona M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Educational Technology,Technology Uses in Education,Blended Learning,College Students,Foreign Countries,Females,Questionnaires,Tests,Computer Assisted Testing,Student Attitudes,Lecture Method,Conventional Instruction

Blackboard Collaborate was introduced to King Khalid University recently in the last decade; instructors and students were trained to use it in an effective way. The objective of this study is to find pros and cons of using Blackboard Collaborate for Blended Learning and its effect on students' learning outcomes. The researcher used the experimental and descriptive methods to conduct this study; the population of this study was twenty two female-students studying at College of Science &amp; Arts/Muhayil, English Department in the 5th level who were studying Speech Workshop Course in the 1st semester 2016-2017. Two instruments were used to collect the data of this study: (1) paper test and electronic test; and (2) students' questionnaire. The findings of this study are: (1) Students' results in the electronic test are much better than the paper test; (2) In spite of students' preference to traditional classroom lectures, the students agreed that using blackboard for blended learning helped them: (a) get lesson-materials or to watch recorded lectures in case they are absent; (b) learn from their classmates' mistakes in discussion blogs; (c) learn according to their learning styles; and (d) feel dependent and secure to have regular contact with their instructor and get quick feedback for their questions and confidential tests grade results. The findings above helped to reinforce students' motivation towards learning and affect their learning outcomes positively; however, bad access of net affects using Blackboard Collaborate in blended learning negatively.
An Evaluation of the African Leadership in ICT Programme from a Quality Assurance Perspective
Author: Santally, Mohammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Program Evaluation,Information Technology,Educational Quality,Blended Learning,Electronic Learning,Quality Assurance,Cultural Context,Models,Academic Standards,Foreign Countries,Educational Cooperation,International Cooperation,Tutoring,Student Attitudes,Feedback (Response),College Students,Higher Education,Observation

The aim of this paper is to present a comprehensive review of the African Leadership in ICT (ALICT-LATIC) course delivery model, offered by the Global e-Schools and Communities Initiatives (GESCI) from a quality assurance perspective taking into account the delivery model, cultural context, and the distributed nature of the programme and its participants, from a geographical perspective. In this paper, we look at the key concepts governing the ALICTLATIC course, such as the provision of transnational education and blended learning provisions. Through a series of steps including desk studies, expert observation and the application of the eLearning Maturity Model, we conduct an evaluation of the eLearning provision from a quality assurance perspective. We can reasonably argue at this stage that the current blended learning model is conducive for the development of skills and competencies as expected in terms of intended outcomes and learner experience. The quality of the course is comparable to academic standards adopted by institutions of higher education through their internal and external quality mechanisms.
Learning and Digital Environment of Dance--The Case of Greek Traditional Dance in Youtube
Author: Gratsiouni, Dimitra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Social Media,Educational Technology,Technology Uses in Education,Dance Education,Observation,Comparative Analysis,Teaching Methods,Ethnography

The incorporation of Information and Communication Technologies (ICT) in education has changed the educational procedures through the creation and use of new teaching and learning environments with the use of computers and network applications that afford new dimensions to distance education. In turn, these emerging and in progress technologies, render new practices in many fields including the field of dance offering a fertile quest to everyone involved in the dance. Yet, a critical evaluation of the content of YouTube dance videos has not been carried out though what is eventually learned through YouTube is a key question. Based on the above, the aim of this study was to critically examine the way YouTube network channel as Computer Based Learning-CBL functions both as a learning tool and as a teaching result concerning the field of dance having as example a Greek traditional dance named Karagouna. YouTube dance videos were gathered through observation, while the dance exemplar used was based on ethnographic research. For the dance recording of the Karagouna performances examined from YouTube, Laban's notation system (Labanotation) was used. For the analysis of the dance performances, the dance structural-morphological and typological method was adopted. Finally, for the comparison of the Karagouna dance performances examined from YouTube with the exemplar of the dancing community, the comparative method was used. It was proved that someone with little or no relation to dance is likely to learn dance with the use of YouTube, yet it is questionable what kind of dance will actually learn since in a number of cases the dance videos do not correspond to the performance of the dancing community. In addition, the outcome is different if someone with prior knowledge on the field of dance (dancer, dance teacher, dance student etc.) uses YouTube as a teaching and learning tool as, in this case, its use is useful and interactive.
Tutor Emotional Competences Valued by Learners in a Blended Learning Context
Author: Youde, Andrew
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Response,College Students,Blended Learning,Teacher Competencies,Mixed Methods Research,Questionnaires,Student Attitudes,Interviews,Educational Technology,Technology Uses in Education,Computer Mediated Communication,College Faculty,Teaching Methods,Self Esteem,Self Management,Foreign Countries,Emotional Intelligence

This paper outlines research into the emotional competences that mature, higher education students, undertaking part-time blended learning degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors' practice whilst teaching a module, with data gathered from three principal sources. Learners' perceptions of their experiences were assessed using a questionnaire; interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; and, an analysis of the content and communications in the virtual learning environment provided insight into tutors' online practice. Goleman's (2001) Framework of Emotional Competences provided a lens through which to analyse blended tutors' practices in relation to learner perceptions. The paper proposes a framework of emotional competences that appeared to contribute to tutor effectiveness in this context. This research questions the value of some of Goleman's relationship management competences, with the proposed framework developed to add further self-management competences. This was due, in part, to the measures evident by some tutors to effectively support these particular learners at a distance. The proposed framework could support recruitment and selection within higher education, and provide a language for discussing further research into blended and online tutors' emotional competences.
ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective
Author: Byungura, Jean Claude
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Technology,Capacity Building,Discourse Analysis,Educational Policy,Higher Education,Foreign Countries,Technology Integration,Policy Analysis,Open Education,Distance Education

With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.