ethanporcaro/eric-fulltext-meta huggingface dataset:
Play, a Mechanism for Developing Peaceful Behaviour among Elementary School Pupils for Sustainable Peace in Cross River State, Nigeria
Author: Ndifon, Rita A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,Peace,Correlation,Elementary School Students,Student Behavior,Gender Differences,Foreign Countries,Age Differences,Family Characteristics,Validity,Reliability,Peer Relationship,Family Environment

This research work was aimed at investigating play, as a mechanism for developing peaceful behaviour among elementary school pupils for sustainable peace in Cross River State, Nigeria. In order to determine this, Ex-post facto research design was used. Some determinants of play such as; playing age preference of pupils, gender differences and willingness to play with opposite sex and pupils' home background were identified as variables for the study. The population of the study was 26,363. A total of 200 primary six pupils formed the sample for the study through which the data were obtained, using purposive sampling technique. The instruments were faced validated and reliability ascertained. The data were analyzed using Pearson Product Movement Correlation Analysis (PPMCA) and Independent T-test at 0.05 level of significance. The result of the study revealed a significant relationship between playing age preference of pupils and their home background, between boys and girls exist no significant difference in their willingness to play with opposite sex.. The implication is that when pupils play together they develop peaceful behavior which will help the interact freely in their adult life leading to sustainable peace wherever they find themselves. Also, when pupils are allowed to play with their peers at home, they learn to tolerate others and develop peaceful behaviours. It was therefore recommended that Children should be allowed to play with their age mates and also with the ones of the same sex and opposite sex as this will help them to interact freely and also develop the social relationship that will bring about peaceful co-existence.
The Relationship between Elementary School Teachers&apos; Personality Types and Their Learning and Instructional Strategies
Author: Akdeniz, Celal
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Elementary School Teachers,Educational Strategies,Learning Strategies,Personality,Foreign Countries,Learning Processes,Problem Solving,Personality Measures,Personality Traits

This study, considering certain variables, aimed at determining the relationship between elementary school teachers' personality types and the strategies they used in the learning and instructional process. The study designed with the singular and relational survey model was carried out with 580 elementary school teachers and field teachers from the city of Eskisehir in Turkey. The data of the study obtained using three inventories: The MBTI Form G, Learning strategies inventory and Instructional strategies inventory. At the process of data analysis chi-square, individual samples t-test, and one-way ANOVA statistical test were used. Some of the results are as follows: Personality types of the number of teachers are grouped extraversion, sensing, thinking=feeling and judging; teachers use the interpretation and repetition strategies more than other learning strategies; learner-based instruction strategies preferred by teachers and they use the inquiry, project, problem solving, sample event and questioning strategies more than other process strategies. The results showed when the learning and instructional strategies used by teachers are taken into consideration with respect to their personality types; it could be stated that they favor intuiting and thinking while learning and favor intuiting, thinking and feeling while teaching.
The Relationship between Management Style Perceptions and Motivation Levels of the Employees Working in Provincial Organizations of the General Directorate of Sports
Author: Yildizhan, Yasemin Çakmak
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Styles,Motivation,Employees,Employee Attitudes,Athletics,Administrator Attitudes,Departments,Gender Differences

The purpose of this study was to examine the relationship between management style perceptions and motivation levels of the employees working in provincial organizations of the General Directorate of Sports. The population of the study included the employees carrying on their duties in Provincial Organizations of The General Directorate of Sports, and the sample included totally 407 employees with 112 females and 295 males working in fourteen provinces selected from seven geographical regions of Turkey with a population density representing Turkey. &quot;Management Style Scale&quot; and &quot;Motivation Scale&quot; were used in the study. The &quot;Management Style Scale&quot; (MSS) developed by the researcher included the components and subscales as &quot;authoritarian management style&quot;, &quot;protective management style&quot;, &quot;supportive management style&quot;, &quot;collaborative management style&quot;, &quot;laissez-faire management style&quot;, and &quot;intrinsic&quot; and &quot;extrinsic&quot; motivation styles developed by Mottaz (1985). T-Test and One-Way Variance Analysis (ANOVA) were used for the analysis of the obtained data. As result, a significant and positive relationship was found between intrinsic motivation and management style sub-dimensions. In addition, a significant and positive relationship was also determined between the dimensions of extrinsic motivation and authoritarian management style and laissez-faire management style.
Culture of Peace and Care for the Planet Earth as Predictors of Students&apos; Understanding of Chemistry Concepts
Author: Okafor, Ngozi
Date: 2016-00-00
Type: Journal Articles
Subjects: Astronomy,Chemistry,Science Instruction,Predictor Variables,Scientific Concepts,Foreign Countries,Secondary School Students,Secondary School Science

This study focused on how culture of peace and care for the planet earth variables predicted public coeducational secondary school students understanding of chemistry concepts in Anambra State of Nigeria. Three research questions guided the study. It was a survey and correlational research designs that involved sample of 180 drawn from six schools through a three-stage sampling procedures. Culture of Peace and Care for the Planet Earth Questionnaire (CPCPEQ) and Chemistry Understanding Test (CUT) were used for data collection. Their validity and reliability were determined using Cronbach alpha and Kuder-Richardson formula 20 which gave indices of r= 0.71 and r= 0.78 respectively. Linear regression and bivariate correlation analyses as well as One-way analysis of variance (ANOVA) were used in data analysis. The results showed that for culture of peace, tolerance significantly predicted higher chemistry concepts scores while social movement significantly predicted lower concepts scores on chemistry understanding test. On care for the planet earth, adjusting thermostat significantly predicted higher scores while saving water significantly predicted lower scores on chemistry understanding test. The study recommended setting- up of Visionary Chemists for Environment and Peace Culture (VCEPC) in all schools that would sensitize students on how to shun hostility, indoctrination and embracing effective methods of waste disposal. It concludes that everybody should go green, plant more trees, and promote mutual understanding, tolerance, peaceful co-existence and friendly environments as fundamental tips of peace culture and care for the planet earth that foster meaningful understanding of chemistry concepts among secondary school students.
A Comparative Study on Basic Education Curricula of Finland and Turkey in Foreign Language Teaching
Author: Irican, Elif Sezen
Date: 2017-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Improvement,Core Curriculum,Educational Change,Teaching Methods,Cultural Awareness,Learning Strategies,Multiple Literacies,Technological Literacy,Entrepreneurship,Student Evaluation,Elementary Secondary Education,Educational Opportunities

This study aims to provide information for researchers and policy-makers targeting at improving foreign (English) language education in their countries by showing the differences between the foreign language curricula of Turkey and Finland. Finnish National Core Curricula, along with the new curricula launched by the Finnish National Board of Education in August 2016, were analyzed. Document analysis was used as a method, and necessary documents and links were provided by the Embassy of Finland in Ankara, the Finnish National Board of Education, and Republic of Turkey the Ministry of National Education via e-mail and mail services and Amazon. This study is unique as the reform in Finland is a brand-new issue and required to be investigated further in terms of English Language Teaching.
The Vanguardist Good Professor in Natural and Social Sciences
Author: Klafke, Renata
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Competencies,Teacher Characteristics,Undergraduate Students,Social Sciences,Natural Sciences,Student Attitudes,Teacher Behavior,Foreign Countries,Student Characteristics,Motivation,Empathy

The aim of this study is to identify what features make good professors in the social and natural sciences. Are these qualities the same? Through gathering data from undergraduate business and engineering students, we searched for educator's characteristics considered positive or ideal for the learning process. This research used primary data resources collected through online survey. Technical analysis of the content was used for interpretation of the results. Students from the social and natural sciences have similar points of view and expectations about towards their professors. Scholars believe docents should be more comprehensive and prepare students for the market, and not use the classes to expose their (students') ignorance, lack of mastery of the subject, difficulties, nor poke fun at them. Fortunately, these behaviors are not common place, but are known to exist, and represent a display of a remarkably unprofessional, egotistical, and arrogant conduct by the instructor. Social science professors are often more communicative and show more empathy, while natural science professors are more technicians and follow the syllabus, texts and material in a more rigid manner. This research is relevant for docents to reflect on their teaching persona and about the importance of self-awareness during their Master and Doctor programs. It is equally important for educators to see themselves through their students' eyes, so they can endlessly strengthen their own practice.
Balanced Scorecard Model for Paulinian Educational Institutions
Author: Anastacio, Evangeline Lorenzo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Catholic Schools,Strategic Planning,Religion,Religious Education,Institutional Mission,Models,Academic Achievement,Spiritual Development,Educational Quality,Institutional Cooperation,Global Approach,Educational Innovation,Teacher Competencies,Volunteers,Educational Finance

The researcher aimed to come up with a mission-centered strategic management system for Paulinian schools using the Balanced Scorecard (BSC) approach. To achieve this project, a consensus was derived from 39 schools in the Philippines run by the Sisters of St. Paul of Chartres (SPC) using the Delphi technique. The resulting BSC model included five perspectives, namely, spirituality, internal processes, learner and external community, learning organization, and fiscal resources perspectives. Strategic objectives with the corresponding key performance indicators (KPIs) were identified. Unique to the resulting BSC model is the inclusion of spirituality perspective which ensures the conscious infusion of long-lasting values in all aspects of the school.
Critical Review of ESL Curriculum: Practical Application to the UAE Context
Author: Cullinan, Mary
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Applied Linguistics,Curriculum Design,Needs Assessment,Course Descriptions,Teaching Methods,Curriculum Evaluation,Consciousness Raising,Power Structure,Hidden Curriculum,Knowledge Level,Higher Education,Language of Instruction,Language Tests,Language Role,Native Language,Semitic Languages

This paper is a critical analysis of curriculum with a discussion of its main tenets and exploration of issues within the literature. The focus is on curriculum in English as a Second Language (ESL) using critical applied linguistics as a framework. The ideas explored in the paper are synthesized and applied to ESL curriculum in the United Arab Emirates (UAE) and includes a discussion on the feasibility and challenges of introducing a critical stance on curriculum in this context.
Institutionalizing Culture of Peace in Basic Education through Appropriate Curriculum Implementation
Author: Akudolu, Lilian-Rita I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Peace,Teaching Methods,Curriculum Implementation,Foreign Countries,Junior High Schools,Local Government,Cooperative Learning,Conflict Resolution,Empathy,Interaction,Secondary School Teachers,Teacher Attitudes

This paper reports a study that was aimed at revealing the extent to which teachers implement Peace Education curriculum in Nigeria. The study was a survey and covered junior secondary schools in Enugu North and South Local Government Education Authorities in Enugu State, Nigeria. The sample constituted randomly selected 200 junior secondary school teachers. Questions that guided the study were based on how frequently teachers engaged in peace-prone instructional activities involving Interactive Instruction, Cooperative Learning, Conflict Resolution and Empathy. Data was analyzed using mean and standard deviation. The major findings showed that a good number of the respondents did not adopt peace-prone instructional strategies in curriculum implementation.
Increasing Diversity in International Education: Programming for Non-Traditional Students through an Alternative Curriculum Model
Author: Clothey, Rebecca A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Nontraditional Education,Educational Quality,International Education,Educational Opportunities,Case Studies,Study Abroad,Online Courses,College Students,Student Needs,Student Diversity,Action Research,Masters Programs,Foreign Countries,Program Development,Gender Differences,Student Attitudes,Program Evaluation

This paper looks at an alternative curriculum model for study abroad designed specifically to address some of the needs of non-traditional students enrolled in an online education program. In order to meet the needs of non-traditional students and provide quality international programming for them, it is necessary first to understand their restraints to studying abroad, and then to design alternative educational models that can address these challenges. The paper describes the challenges of balancing the need to create quality international learning opportunities for education students, with the limitations faced by non-traditional online adult learners who have families and full-time jobs. It is based on an action research case study of two study abroad programs implemented for online students at a northeastern four-year research-one institution of higher education.
A Comparative Survey of Environmental Education Goals between the UNESCO Framework and 10th Grade Palestine Curriculum
Author: Karama, Muneer Jebreel
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Educational Objectives,International Organizations,Environmental Education,Grade 10,High School Students,Educational Policy,Educational Change,Educational Trends,International Education,Foreign Countries,National Curriculum,Experiential Learning,Comparative Education

The present research, being one string of the Environmental Education (EE), aims to study, and analyze EE objectives in the Palestinian 10th grade textbook from an international point view , namely: to conduct a comparative survey of environmental education goals between the UNESCO framework and 10th grade Palestine Curriculum. To achieve this aim, the researcher refers to the UNESCO framework as a standard tool of EE, then analyzes the Palestinian 10th grade textbook in light of this tool. The finding of the research indicated that there are partial consistently between the UNESCO EE, and Palestinian 10th grade textbook in two levels of objectives (2 and 3), while there is no match on the other two levels of objectives (1 and 4), on the light of these finding the researcher recommends to policy makers, and the Palestinian writing team of the Environmental Education Curriculum to reform objectives on the light of international trends toward Environmental Education.
Integrating Components of Culture in Curriculum Planning
Author: Offorma, Grace Chibiko
Date: 2016-00-00
Type: Journal Articles
Subjects: Curriculum Development,Teaching Methods,Role Playing,Drama,Cooperative Learning,Field Trips,Simulation,Educational Games,Foreign Countries,Cultural Education

Culture is seen from different perspectives but the focus of this paper is on the totality of people's way of life; those things that bind the society together. In this paper, the key concepts of curriculum, culture, and curriculum planning are explained. The components of culture, namely, universals of culture, specialties of culture and alternatives of culture are discussed. Integration is briefly presented and how to integrate culture in the curriculum planning is discussed. This can be done through situational analysis to identify the necessary cultural contents to be included or integrated in the curriculum. Different modes of delivery to be used are role play, dramatization, collaboration, field trips, games and simulation, and other interactive modes that make learning meaningful and worthwhile.
Awareness of Climate Change and Sustainable Development Issues among Junior Secondary School (JSS) Students in Port Harcourt Metropolis, Nigeria
Author: Njoku, Chimezie
Date: 2016-00-00
Type: Journal Articles
Subjects: Sustainable Development,Climate,Change,Foreign Countries,Course Descriptions,Junior High School Students,Student Attitudes,Knowledge Level,Social Studies,Teaching Methods,Economic Development,Curriculum Development

This study investigated the extent to which junior secondary school students in Port Harcourt Local Government Area of Rivers State Nigeria are aware of issues related to climate change and sustainable development. The study adopted a descriptive survey design. Four research questions were raised. Two instruments were used for data collection, a questionnaire and the junior secondary school teaching syllabus. The questionnaire titled &quot; Climate change and Sustainable Development Awareness Questionnaire&quot; (CCSDA) was used to obtain data from 1600 junior secondary school three (JSS3) students from the fourteen junior secondary schools in Port Harcourt Local Government of Rivers State, Nigeria. The questionnaire had three sections; A, B and C. Section A obtained the demographic features and bio-data of students, section B obtained information on the awareness level of climate change while section C obtained information on sustainable development awareness level. Simple percentages and mean were used to answer the research questions. The results from the data analysis revealed among other things that the JSS curriculum coverage of climate change is small; there is no sustainable development issues in the teaching syllabus of JSS; the level of awareness of sustainable Development issues is low; even though the climate change issues awareness level is high but the knowledge is low; students are eager and willing to know more about climate change and sustainable development issues. Based on these results, the researcher recommended among other things that more themes on Climate change and sustainable development should be introduced in social studies and integrated science in all the JSS level. Having very few topics on climate change and none at all on sustainable development at the junior secondary level is dangerous at this level of their development and more especially now that the world is striving to attain the Millennium Development Goals (MDGs).
Hyper-Curriculum: Transcending Borders of Standardization in the Cosmopolitan Classroom
Author: Kazanjian, Christopher J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Student Diversity,Global Approach,Accountability,Curriculum,Creativity

The world is not just connected; it is hyper-connected. The global flow of ideas, technology, and people are at unmatched levels in history. More classrooms are becoming cosmopolitan centers composed of students with multicultural backgrounds. However, United States public education in this hyper-connected world puts emphasis on standardization and accountability. By doing so, schools driven by federal initiatives fail in helping students to become worldly citizens. Students and teachers are derived of room for creativity or new multicultural possibilities. Hence, this paper intends to develop a theoretical framework for curriculum in the hyper-connected world, aptly named &quot;hyper-curriculum.&quot;
Teacher&apos;s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia
Author: Mulenga, Innocent Mutale
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Elementary Secondary Education,Teacher Role,Teacher Attitudes,Educational Objectives,Teacher Participation,Curriculum Implementation

In Zambia, curriculum development for primary and secondary schools is done centrally. The Curriculum Development Centre (CDC), the institution placed with the responsibility of facilitating curriculum development, claims that the Zambian school curriculum is developed through a consultative and participatory approach through course and subject panels where teachers and other stakeholders are represented. However, there has been no empirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, are required to play in the development process. This study therefore, sought to establish perceptions of secondary school teachers on their role in the curriculum development process in Zambia. The concurrent embedded design of the mixed methods approach was employed with the qualitative approach dominating the study while the quantitative was used to add detail. Data from secondary school teachers was collected using questionnaires while interview guides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed using themes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understand the essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers in Lusaka were willing to participate in the curriculum development process, especially in situational analysis, in the formulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materials such as textbooks. From the study it was concluded that teachers were aware of some of the roles that they could play in the curriculum development but were not adequately involved in the development process.