ethanporcaro/eric-fulltext-meta huggingface dataset:
The Resourcefulness of School Governing Bodies in Fundraising: Implications for the Provision of Quality Education
Author: Buys, Melanie
Date: 2020-11-00
Type: Journal Articles
Subjects: Governing Boards,Fund Raising,Educational Legislation,Public Education,Social Change,Educational Change,Racial Segregation,Educational Finance,Educational Resources,Case Studies,Teaching Methods,Instructional Effectiveness,Entrepreneurship,Fees,Debt (Financial),Money Management,Accountability,Barriers,Principals,Administrator Attitudes,Private Financial Support,Foreign Countries,Institutional Autonomy,Elementary Secondary Education

With the promulgation of the South African Schools Act of 1996, public education in South Africa was decentralised and communities were made responsible for school governance. This placed the responsibility on school governing bodies (SGBs) to take all measures within their means to supplement state funding for the acquisition of adequate human and physical resources. In this article we explore various fundraising initiatives that will increase the coffers of public schools. Funds provided by donors and sponsors should allow SGBs the discretionary powers to appropriate funds that will promote effective teaching and learning in schools. The perceptions and experiences of principals and SGBs on the management of funds were investigated by means of a qualitative multiple case study. Findings reveal that SGBs have to take an entrepreneurial stance towards supplementing funds provided by the state. In addition, there are serious challenges surrounding school fees such as bad debt and fee exemptions, and this necessitates SGBs to find other sources of revenue. Thus, based on best business practice, SGBs should be given autonomy and take accountability for the management of private funding within the legal framework of the South African Schools Act.
The Influence of School Principals as Potential Entrepreneurial Leaders on the Emergence of Entrepreneurial Activities for School Funding
Author: Mamabolo, Anastacia
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Role,Entrepreneurship,Leadership Responsibility,Educational Finance,Fund Raising,Financial Support,Leadership Qualities,Administrator Attitudes,High Schools

The South African Department of Basic Education introduced school funding regulations to ensure that all learners will have access to quality education. However, the dynamic, complex, turbulent and competitive macroenvironmental conditions, which have resulted in decreased public finances being available, will have a negative impact on the already burdened school funding system. This study explored the role of school principals as entrepreneurial leaders who influence the emergence of entrepreneurial activities for the purpose of school funding. This article explores school principals' entrepreneurial leadership characteristics and entrepreneurial activities and the outcomes thereof. The qualitative findings of 9 interviews conducted with school principals show that these individuals possess the necessary entrepreneurial know-how and, in their leadership roles, they have the personal, and managerial skills required to identify and exploit entrepreneurial opportunities. The study found that the entrepreneurial activities introduced by the school principals comprised internal resource mobilisation through learner-led and management-led projects, and external mobilisation through partnerships with the private sector and former learners. Overall, the entrepreneurial activities contributed positively to the schools' finances and improved learners' entrepreneurial skills. The article concludes by making certain recommendations for various stakeholders.
Burnout and Its Relationship to Psychological Distress and Job Satisfaction among Academicians and Non-Academicians in Malaysia
Author: Mohamed, Salina
Date: 2021-00-00
Type: Journal Articles
Subjects: Burnout,Stress Variables,Anxiety,Depression (Psychology),Mental Health,College Faculty,College Administration,Job Satisfaction,Correlation,Public Colleges,Foreign Countries

The purpose of this study was to ascertain the prevalence of burnout and its associated risk factors among the University staff, involving both academicians and non-academicians and relate these to their job satisfaction. A cross-sectional study was conducted among the university staff involving both academicians and non-academicians. The participants were emailed the questionnaires through their university email and alternative email addresses. They were asked to complete questionnaires on their sociodemographic and work details, Copenhagen Burnout Inventory (CBI), Depression, Anxiety and Stress Scale (DASS-21) and Job Satisfaction Scale (JSS). Among the 411 participants who participated, 53% were academicians (n = 216). Academicians demonstrated greater burnout levels and psychological distress when compared to non-academicians. Correlational analyses indicated a moderate to high correlation between psychological distress and burnout due to work, personal and client where higher burnout was associated with higher psychological distress. Non-academicians demonstrated greater job satisfaction levels when compared to academicians. Correlational analyses indicated a high correlation between job satisfaction and burnout due to work, with higher burnout levels associated with lower job satisfaction among staff. This study showed that academicians suffer from high levels of burnout in aspects of personal, work and client-related matters, and this has contributed to higher psychological distress among them and significantly affect their job satisfaction.
Factorial Validation of Teachers&apos; Self-Efficacy Scale Using Pre-Service Teachers: Implications for Teacher Education Curriculum
Author: Ene, Catherine U.
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,Test Validity,Self Efficacy,Self Concept Measures,Preservice Teachers,Test Construction,Foreign Countries

Teachers' beliefs in their ability to effectively handle the tasks that are related to their professional activity are an issue of concern for pre-service teachers. Many of them have low self-efficacy which can affect their output in future, and this can influence important academic outcomes on learners. The main purpose of this study was to factorially validate teachers' self-efficacy scale (TSES) using pre-service teachers in public colleges of Education in Enugu State. A sample of 218 year three students in the schools of sciences and social sciences was drawn from a population of 2,127 students of public colleges of Education in Enugu State. Simple random sampling technique was used to draw two schools from the five schools in each of the colleges. Accidental sampling was used to draw the participants. The study adapted the teacher self-efficacy scale developed by Ma, Trevethan and Lu (2019). The instrument was construct validated using factor analysis while the internal consistency and stability reliability indices were estimated using Cronbach alpha method and Pearson correlation. The exploratory and confirmatory factors analyses were done using principal component matrix with Varimax rotation, while data model fit was tested using root mean square error of approximation (RMSEA) and confirmatory factor index (CFI). Statistical Package for Social Sciences (SPSS) and Analysis of a Moment Structures (AMOS) software were used to conduct the statistical analysis. The results showed that the scale was found to be valid and reliable and as well demonstrated a good model fit (RMSEA = 0.043, CFI = 0.943). The study has implication for teacher education training institutions in that the scale can be used as an effective instrument for determining the teaching self-efficacy of the pre-service teachers. Thus, it was recommended that various higher institutions for teacher education should make effective use of TSES in ascertaining the teaching self-efficacy of the pre-service teachers, especially during teaching practice exercises.
How CETYS Engineering Is Preparing Its Students for Success
Author: Algravez, Ana Melissa
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Competency Based Education,College Graduates,Private Colleges,Entry Workers,Technical Occupations,Job Skills,Thinking Skills,Problem Solving,Critical Thinking,Communication Skills,Teamwork,Ethics,Expertise,Foreign Countries

The Centro de Enseñanza Técnica y Superior (CETYS University) is a private institution established in 1961 in Baja California, Mexico under the auspices of a group of visionary entrepreneurs committed to education. CETYS Engineering recognized in the spring of 2016 that it needed a formal organization to provide third-party, external feedback for the advancement of the CETYS College of Engineering. An Engineering Advisory Council (EAC) was formed that spring. At the May 2017 meeting of the EAC it asked: &quot;What competencies are needed for the engineer of tomorrow?&quot; and &quot;How is CETYS preparing its engineering students to meet this challenge?&quot; These two simple questions lead to a year-long study conducted by the CETYS College of Engineering. With a broad industry survey resulting in a sample size of 42 subject matter experts (SME's) we determined what are the most important Domains of Attributes, Skills and Abilities an engineer needs. Using this domain prioritization, we then learned &quot;What are the biggest competency gaps?&quot; that industry is finding in entry-level engineers today from all universities. Using this gap analysis, we then looked at the CETYS curriculum and determined that almost all of the gaps are overtly addressed in multiple classes. Finally, the survey led the CETYS College of Engineering to take action on how address those gaps.
Multidisciplinary Higher Education Strategies in Small Groups of Health and Social Sciences
Author: Lobato Rincón, Luis-Lucio
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Cooperative Learning,College Students,Social Sciences,Allied Health Occupations Education,Instructional Effectiveness,Foreign Countries,Competence,Student Attitudes

The Small Group Learning (SGL) permeates throughout higher education fields of study. Thus, our aim is to assess the influence of a planned activity of SGL on a variety of competences appraisals through a multidisciplinary perspective. To that end, cooperative learning activities implemented under the SGL approach were programmed for six different degrees. For each activity, students were provided with instructions about what the activity was about and how to make it. Two surveys were scheduled before and after the completion of the SGL. Our findings are presented in a descriptive and quantitative analysis, using surveys with which we examine the pre and post differences in students' self-reports. As a result, self-perceptions on oral and written expression and bibliography competence increased after the practice of the Small Group Learning (SGL) strategy in students from Social Science degrees as well as in students from Psychology degree. In addition, receiving feedback showed an improvement for the whole sample after doing SGL. Our results confirm that, in order to achieve an excellent quality education, SGL could be applied equally in different fields of study: both Health and Social Sciences. The novelty of this study is that it has been conducted in six different academic degrees and has focused on higher education skills in order to improve future undergraduate's employability.
Applying Video for Writing Descriptive Text in Senior High School in the COVID-19 Pandemic Transition
Author: Maru, Mister Gidion
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Technology,Descriptive Writing,Writing Skills,Skill Development,High School Students,COVID-19,Pandemics,Electronic Learning,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Achievement Gains,Teaching Methods,Internet,Foreign Countries

The emergence of the COVID-19 as the global pandemic with its social and physical distancing consequence has affected educational practices. This paper reports the experience of carrying out a study on applying video for writing of descriptive text in EFL [English as Foreign Language] Class. The purpose of this research was to examine whether the videos can develop students' ability in writing descriptive text or not. The study took place in the time before and during the COVID-19 emergence. As quantitative research, this study applied pre-experimental design. The participant of this research was the 1st year students of one of the prominence senior high schools in Manado, Indonesia. They were 26 students of language class. The results indicated that the mean score of the post-test is significantly higher that of the pre-test. This points out that the use of video in teaching the writing of descriptive text is effective. However, the emergence of COVID-19 pandemic influenced the implementation of intervention that later affected students' achievement. The result of this study is not fully in line with the outcome of the previous studies which hypothetically resulted in two to four gains of scores. In addition, it implies that the use of video in this pandemic transition period seems to be helpful mostly to low level students as they displayed higher gains. Besides, this study denotes the challenges for teachers and students in the COVID-19 pandemic era namely the competence in online learning, and the internet connectivity access and learning mode system.
Assessing Expression in the Poetry Reading Skills of Elementary Students
Author: Suma, Mansyur
Date: 2020-00-00
Type: Journal Articles
Subjects: Poetry,Reading Skills,Elementary School Students,Foreign Countries,Grade 4,Reading Fluency,Psychological Patterns,Nonverbal Communication

This study aimed at describing the expression of the fourth-grade students in reading poetry at SDN Bontokamase Gowa. The study was a quantitative descriptive study. The population was the students in all elementary schools in Gowa district. The sample of the study was all students in grade IV at SDN Bontokamase Gowa that consisted of 20 female and 17 male. The data of the study were collected through observation, documentation, and field note. The three instruments were used to see the students' performance in reading poetry through direct observation, video, literature, and other supported sources. The data were analyzed by using the quantitative descriptive analysis to understand the expression of fourth-grade students in reading poetry. From the direct observation of students' performance in reading poetry, it was found that there are 14 students with a high score, 19 students with medium score and there were 4 students with low score assessed by three assessors. The students with a very good score show very good appreciation. In this case, the very good appreciation or performance is giving appropriate expression in reading title, lines, and rhymes. In contrast, the four students with a low score cannot show good performance or giving flat expression in reading title, lines and rhymes. The average score of students' expression is 3. 13. Thus, it was concluded that the skills to read the poetry of students in terms of expression aspect was in a good category.
The Effectiveness of a Mathematics Learning Program Based on the Mind Habits in Developing Academic Achievement Motivation and Creative Thinking among Prince Sattam Bin Abdulaziz University Students
Author: Elsayed, Sahar Abdo Mohamed
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Mathematics Education,Academic Achievement,Student Motivation,Creative Thinking,College Students,Foreign Countries,Cognitive Processes,Pretests Posttests

The research aimed at identifying the effectiveness of a mathematics learning program based on the Mind habits in developing academic achievement motivation and creative thinking among University students. To collect the data, the researchers used the academic achievement motivation scale (Elsayed, 2012) and the creative thinking in Mathematics test (Prepared by the Researchers). The study methodology based on the semi experimental method and the statistical program SPSS was used to analyze the collected data. The sample was chosen randomly from the mathematics department. The results found that there are statistically significant differences between the scores of the academic achievement motivation and the creative thinking in favor of the post- applications at (0.01) level and this showed that the program has positive effects in developing the academic achievement motivation and the creative thinking in Mathematics among Prince Sattam Bin Abdulaziz University Students.
Code-Crossing in Indonesian EFL Classroom Interaction
Author: Simpuruh, Indrayani
Date: 2020-00-00
Type: Journal Articles
Subjects: Code Switching (Language),English (Second Language),Second Language Learning,Second Language Instruction,Classroom Communication,Interaction,Teacher Student Relationship,College Students,College Faculty,Social Differences,Social Status,Social Distance,Familiarity,Power Structure,Foreign Countries

The phenomena of language use in the class still become the object of study ever since the languages are essential aspects in classroom interaction. It cannot be denied that in the classroom interaction, the communicative styles of the lecturers and students will be influenced by many aspects. One of them is the social status differences which lead to the occurrence of code-crossing in the class. For that purpose, the study in this paper is directed to explore the occurrence of code-crossing in the class and the factors influencing it. This research applied a qualitative research design taking two English classes and their students at one university in Makassar as the subject. The data of this research were collected by employing classroom observation and audio recording. The data were analyzed descriptively by adopting Discourse Analysis approach which relies on data recording, data transcription, data selection, and data interpretation. The result of the research shows that the lecturers and the students employed code-crossing in EFL classroom interaction which can be seen from the use of low and high code. This study also found that the use of that high and low code in the form of code-crossing of the lecturers and the students is influenced by the power of social status, age differences, the social distance or familiarity, and intimacy between the lecturers and the students. Findings from this study are worthy of reading for English language teaching practitioners in their effort to create effective classroom interaction.
Comparative Analysis of Verbal Communication Vocabulary between Indonesian-Afrikaans for Foreign Language Teaching
Author: Istanti, Wati
Date: 2020-00-00
Type: Journal Articles
Subjects: Indonesian Languages,Indo European Languages,Contrastive Linguistics,Oral Language,Vocabulary,Second Language Instruction,Spelling,Pronunciation,Sociolinguistics,Descriptive Linguistics

Every nation has its own language with distinctive features and historical background that differentiate between one another. Indonesian language and Afrikaans language is regarded to possess several historical resemblances. Indonesia was once colonized by the Dutch for 350 years, and therefore, some of the words or language structure in Indonesian language are influenced by Dutch language. In the meantime, South African people in the northern part of the country are very familiar with Dutch language. The study found out several similar words between Indonesian and Afrikaans language. The unique variations discovered in this study comprised: 1) similar spelling and pronunciation, 2) different spelling but similar pronunciation, 3) similar spelling but different pronunciation, and 4) almost similar spelling and pronunciation, but with similar meaning. Therefore, both languages are comparable in terms of identifying similarities and differences between both languages' sound and spelling. The study intended to provide a reference for the Indonesian Language for Foreign Learners (&quot;Bahasa Indonesia bagi Penutur Asing,&quot; or henceforth, BIPA) teachers that conduct language teaching to the BIPA learners from South Africa. Vice versa, the BIPA learners will be able to comprehend Indonesian words following the dissemination of language kinship between Indonesian and Afrikaans language. Following that, the BIPA learning process will be more effective.
Effects of Language Status on Assessment and Educational Development of Basotho Learners from Minority Languages&apos; Backgrounds
Author: Kolobe, Maboleba
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Minorities,Educational Development,African Languages,Native Language Instruction,Constructivism (Learning),Teaching Methods,Academic Achievement,Native Language,Low Achievement,Student Attitudes,Teacher Attitudes,Educational Practices,School Districts,Language of Instruction,Elementary Secondary Education,Curriculum Implementation,Testing

This paper provides a critical overview of the theoretical and practical questions that prevail in the teaching, learning, and assessment of learners from diverse linguistic backgrounds in Lesotho. It investigates how far exclusion of minority languages affects both assessment and/or educational development of learners whose mother tongue is not Sesotho but other minority languages spoken in Lesotho. The paper advances a research-evidenced argument that the poor performance of students from such backgrounds is indicative of marginalisation and discrimination of such learners due to their language background. A constructivist qualitative study was adopted through use of focus group discussions with 246 learners and 142 teachers in 23 schools located in Botha Bothe, Mohale's Hoek, Qacha's Nek and Quthing districts in Lesotho. These places were selected based on their predominance of minority languages. The findings revealed diminutive if not absolute non-recognition of minority languages in teaching, learning, and assessment of learners from this linguistic background. Therefore, the study concludes that linguistically discriminative curriculum, teaching and learning and assessment educational practices can reasonably be associated with poor performance of learners. Based on these findings, the paper recommends that Lesotho's education system should respect and embrace existence of national minority languages. Again, the curriculum, its implementation and more importantly assessment should not be divorced from linguistic background of learners.
Influence of Financial Literacy and Use of Financial Technology on Financial Satisfaction through Financial Behavior
Author: Farida, Mamik Nur
Date: 2021-01-00
Type: Journal Articles
Subjects: Money Management,Economics Education,Teacher Attitudes,Structural Equation Models,Computer Software,Behavior Patterns,Technology,Banking,Validity,Teacher Surveys

Financial behavior is a means by which a person treats, manages, and uses available financial resources. This research aims to determine the effect of financial literacy and the use of financial technology on financial satisfaction through financial behavior as an intervening factor. Data were collected from 112 economics teachers using purposive proportional random sampling technique. Structural Equation Modeling (SEM) with AMOS 26 software was used to analyze the data. The results of this research indicate that financial literacy has no effect on financial behavior, but the use of financial technology has an effect on financial behavior, financial literacy and the use of financial technology has an effect on satisfaction finance. It was also found that financial literacy and the use of financial technology were mediated by financial behavior. Finally, use of financial technology had no effect on financial satisfaction through financial behavior as an intervening variable. These results have useful practical and theoretical implications.