ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Psychological Parameters of Effective Teaching in a Diverse Classroom Situation: The Case of the Higher Teachers' Training College Maroua, Cameroon
Author: Bella, Raymond Ajongakoh
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Instructional Effectiveness,Preservice Teacher Education,Classroom Techniques,Classroom Environment,Student Diversity,Instruction,Educational Practices,Educational Strategies,Teaching Models

It is unfortunate that the significance of teaching is not usually apparent in most classrooms because teachers are not quite clear of what their priorities in class are. It seems that most teachers lose sight of what constitutes the concept of teaching, what it involves and the characteristics of the educational context where teaching occur (Tchombe, 2009). This study intends to carry out a systematic justification of what constitutes effective teaching in a diverse classroom situation typical of the Higher Teachers' Training College Maroua, of the Far North Region of Cameroon. Through this study, teaching will be conceptualized and the constituents of effective teaching behaviors will be identified. In today's classrooms most teachers do not share an identity with many of their students. One measure of effective teaching is the ability to work effectively with students of different ethnic backgrounds while integrating the strategies of equity and excellence, (Larke, P., 1992). These strategies of equity and excellence require that male and female students, exceptional students, and those from diverse cultural, social, racial, religious and ethnic groups as exemplified by the higher teachers' training college of the University of Maroua, all experience an equal opportunity in school. This means that all students must develop more positive attitudes towards cultural, racial, ethnic and religious groups. Effective teachers encourage positive attitudes towards multicultural groups by empowering all students, many of whom come from victimized groups (Banks, 1994), teaching them decision-making skills, and encouraging cross-cultural learning. Effective teachers utilize the beliefs and values of the students' culture rather than the dominant culture as the foundation of teaching. Effective teachers in culturally diverse classrooms have high expectations for their students. To assist culturally diverse students in reaching these high expectations, these teachers modify their instructional strategies, classroom organization and whatever it takes to ensure with multicultural students.
The Constraints of Ghanaian Polytechnics in Adopting Competency Based Training (CBT): The Case of a Pilot-Tested Programme
Author: Alhassan, Munkaila
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adoption (Ideas),Competency Based Education,Pilot Projects,Agricultural Engineering,Vocational Schools,Postsecondary Education,Barriers,Educational Change,Educational Practices,Questionnaires,Teacher Surveys,Student Surveys,Curriculum Development,Likert Scales,Program Effectiveness,Statistical Analysis

Polytechnics in Ghana view Competency Based Training (CBT) as a major intervention to the perennial constraints confronting its education and training. On the basis of this, and by government policy, a pilot programme of CBT was instituted in all the 10 polytechnics of Ghana, and was pilot tested in, at least, one department. Agricultural Engineering was piloted in the three study Polytechnics namely; Tamale, Bolgatanga and Wa polytechnics. This study was therefore aimed at finding the constraints of the pilot programme. A sample size of 151 was then drawn out of a population of 240, including both students and lecturers. On survey administration, 145 questionnaires were retrieved, giving a response rate of 96.0%. The findings of the study revealed that CBT programme is undoubtedly career focused and career oriented as compared to the traditional education. However, the polytechnics need to further build their capacity to handle the CBT programme in terms of human resource, adequate infrastructure and modern equipment. Also, in the absence of electronic libraries, the polytechnic libraries still harbour obsolete reference books and materials. Therefore there is the need for an e-library to improve the capacity of the stock reference materials, while the curricula of the polytechnics be made more relevant to industry by involving members of industry and other stakeholders among other things.
Improving Disciplinary Practices in an Urban School: Solving the Problem of Practice
Author: Colcord, Cean R.
Date: 2016-10-00
Type: Journal Articles
Subjects: Urban Schools,Case Studies,Special Education Teachers,Discipline Policy,Student Behavior,Behavior Problems,Functional Behavioral Assessment,Teamwork,Instructional Leadership,Parent Participation,College School Cooperation,Check Lists,Positive Behavior Supports

In this article, the authors share a case study of a special educator who worked closely with a leadership team in an urban elementary school to establish universal behavior expectations for all students. The special educator was a behavior coach in the urban elementary school located in a southwestern school of the United States of America. Following an action research framework, the special educator also the lead author worked closely with the leadership team to solve the issue of high office disciplinary referrals (ODRs) for aggressive behaviors. The aggressive behaviors included actions that harm others, such as assault, bullying, hitting, etc. The methodology included the team establishing universal expectations within the school-wide positive behavior supports framework taking into consideration parental feedback and university colleagues' input. To evaluate the effectiveness of universal expectations, the team tracked the number of ODRs for two years. Findings indicate that the adoption of schoolwide behavior expectations resulted in the overall reduction of ODRs by 47% and ODRs for aggressive behaviors reduced by 50% from Year 1 to 2. These findings have implications for educators serving students in urban schools settings.
Certain Basic Concepts of Teaching Turkish as a Foreign Language
Author: Sen, Ülker
Date: 2016-10-00
Type: Journal Articles
Subjects: Fundamental Concepts,Second Language Instruction,Turkish,Misconceptions,Concept Teaching,Content Analysis,Language Acquisition,Portfolios (Background Materials),Definitions,Academic Standards,Contrastive Linguistics

Concept that is defined to be the intangible and general designs emerging in a mind that belongs to an object or thought, has become both subject and object of a very large field ranging from philosophy to linguistics, from social sciences to science. Regardless of which field is in question, the unity of concept is important in order to pave the way for a right understanding and effective agreement between parties. In other words, when a concept is expressed or indicated, the same things need to appear in the mind of people who are the addressees of the relevant concept. When this circumstance does not come true, it may result in misconceptions, and misunderstandings accordingly. Language teaching is one of the fields in which the concepts are confused and used wrongly. The aim of this study is to eliminate the misconceptions and misunderstandings of concepts by providing the literature definitions and scope fields of some basic concepts of Turkish language teaching as a foreign language in special and in general terms. According to the results of the study, it has been identified that a common equivalence has not been ensured for the concept of &quot;Common European Framework of Reference for Languages: Learning, Teaching and Assessment.&quot; It has been revealed that this kind of problems regarding the concepts, emerge because of the differences of translations that are done from foreign languages to Turkish language.
Examining Life Course Transitions of Young People with Disabilities: The ACEE Alumni Study
Author: Schneider, Cornelia
Date: 2016-10-00
Type: Journal Articles
Subjects: Alumni,Transitional Programs,Community Based Instruction (Disabilities),Mixed Methods Research,Youth Programs,Graduate Surveys,Interviews,Focus Groups,Physical Mobility,Program Effectiveness,Participant Satisfaction,Labor Market,Citizen Participation,Social Networks,Foreign Countries

This article examines the outcomes of the ACEE program, which is a one-year transition program for youth with disabilities, preparing them for the workplace and adult life. In a mixed methods approach, the investigators surveyed sixty-six youth with disabilities who were alumni of the program and followed up in depth with ten alumni in in-depth interviews and focus groups. The results show that the youth are doing well in terms of community participation and mobility. Many of them are active and involved into different social networks, be it with family, friends or community organizations. On the other hand, the study highlights issues in regards to employment and independent living. Employment can be precarious and underpaid, and the alumni's living situation often depends on their families, as there are few other options to them available.
Why STEM Learning Communities Work: The Development of Psychosocial Learning Factors through Social Interaction
Author: Carrino, Stephanie Sedberry
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Communities of Practice,Interaction,Case Studies,Self Control,Identification (Psychology),Metacognition,Self Efficacy,Program Effectiveness,Teacher Student Relationship,Peer Relationship,Coding,Psychological Patterns,Social Influences,Personal Narratives,Student Journals,Interviews,Content Analysis

STEM learning communities facilitate student academic success and persistence in science disciplines. This prompted us to explore the underlying factors that make learning communities successful. In this paper, we report findings from an illustrative case study of a 2-year STEM-based learning community designed to identify and describe these factors. A directed content analysis of 119 student narrative documents resulted in 6 content codes organized into two primary categories: &quot;academic self-regulation,&quot; &quot;STEM identity,&quot; &quot;metacognition,&quot; and &quot;self-efficacy&quot; comprise the psychosocial or &quot;affect&quot; learning factors that students identified as improved as a result of their participation in the learning community; and &quot;interaction with faculty/staff/STEM professionals,&quot; and &quot;interaction with peers&quot; represent the aspects of the learning community that students identified as meaningful learning community experiences related to their academic development. In addition, we analyzed 3 sets of code co-occurrences to understand how the content codes interrelate. Our findings indicate that certain psychosocial learning factors are developed through social interactions within the context of learning community participation, which may help explain the positive effects of student participation in learning communities.
Implementation of Problem Based Learning Model in Concept Learning Mushroom as a Result of Student Learning Improvement Efforts Guidelines for Teachers
Author: Rubiah, Musriadi
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Biological Sciences,Instructional Materials,Instructional Effectiveness,Statistical Analysis,Student Surveys,Science Instruction,Foreign Countries,High School Students,Secondary School Science

Problem based learning is a training strategy, students work together in groups, and take responsibility for solving problems in a professional manner. Instructional materials such as textbooks become the main reference of students in study of mushrooms, especially the material is considered less effective in responding to the information needs of students, make students look for other resources related issues mushrooms that is often difficult to be accounted for. This study aims (1) to determine the implementation of problem based learning model on the concept of mushrooms as an effort to improve student learning outcomes for the guidance of teachers, (2) to determine the effectiveness of biological products teaching materials mushrooms as a student reading. This research was conducted in SMA Banda Aceh with descriptive statistical data analysis techniques using a questionnaire survey of students regarding information mushrooms. These results indicate that (1) the development of problem based learning, (2) teaching materials of biological products based on fungal problems Mushrooms as a special supplement for students and teachers.
Managing Quality Assurance in Higher Education: The Case of the University of Energy and Natural Resources, Ghana
Author: Anane, George Kwadwo
Date: 2016-00-00
Type: Journal Articles
Subjects: Quality Assurance,Natural Resources,Foreign Countries,Energy,Universities,Intervention,Educational Quality,Educational Improvement,College Administration,College Faculty,Evaluation Methods,Institutional Evaluation,Accreditation (Institutions)

The paper discusses quality assurance in the University of Energy and Natural Resources in Ghana. The University is a public funded institution established by an act of parliament; Act 830, 2011. As a newly established public funded University, quality assurance plays a central role in satisfying the requirements of stakeholders on the supply and demand sides of higher education, most importantly the regulatory environment--National Accreditation Board and the National Council for Tertiary Education. The paper discusses how the University manages quality assurance in its operations to bring about continuous improvement in teaching and learning. The paper discusses quality assurance as managed in the University--the successes, challenges and the way forward. The paper discusses some challenges that need critical intervention in the management of quality assurance in the University. These include the scenario where some staff have little understanding of quality assurance issues. Some staff also perceive quality assurance as a tool for victimising staff who fall short of quality standards. The issues discussed are very insightful partly because they come from experiences gathered in the design and implementation of quality assurance structures in a newly established university setting. The experiences shared in this paper would be very helpful to other newly established universities in the management of quality assurance. The paper recommends that the Management of the University needs to sensitise staff on quality assurance as a mandatory accreditation requirement and a tool for continuously enhancing quality standards.
Nursery School Headteacher Leadership Behaviour Correlates of Nursery School Teachers Job Satisfaction in Akoko North, Ondo State, Nigeria
Author: Clara, Okoroafor Nnenna
Date: 2016-00-00
Type: Journal Articles
Subjects: Nursery Schools,Principals,Correlation,Job Satisfaction,Foreign Countries,Administrator Behavior,Leadership Qualities,Leadership Styles,Administrator Characteristics,Preschool Teachers,Teacher Attitudes,Teacher Administrator Relationship,Instructional Leadership,School Effectiveness,Questionnaires

The present study focuses on nursery school head teacher leadership behaviour as it correlates to nursery school teacher's job satisfaction. Data were collected through a scale and returned by sample of two hundred and fifty nursery school teacher's in Akoko North, Ondo State, Nigeria.Data collected were analyzed using mean and standard deviation and person. The results of the two research questions indicates that the head teacher exhibited a positive leadership behaviour such as kind fair, and supportive and leadership teacher were satisfied with their job tested at 0.05 significant levels that there was significant relationship between nursery school head teacher's leadership behaviour and teacher's job satisfaction based on this result, the hypothesis is not accepted.
The Role of University Curricula in Moderate Religious Guidance and Moral Support for the Students in Sections of Qoraan Science and Islamic Education from the Standpoint of Teachers
Author: Hameed, Saddam M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Moral Values,Religious Factors,Islam,Muslims,Religious Education,Science Education,Teaching Methods,College Faculty,Questionnaires,Statistical Analysis,Teacher Attitudes,Item Analysis,Curriculum,Validity,Computer Software,Universities,Statistical Significance,Foreign Countries

Aims of current research are to know the role of university curricula to moderate religious instruction and moral support for the students sections in Qoraan and Islamic science education from the standpoint of their teachers. The sample consisted of the faculty who are teaching curricula of Qoraan and Islamic education sections for the academic year (2015-2016) in the colleges of education for human sciences, basic education, and education for girls. Their number (29) teachers, 17 of them have a doctorate degree, and (12) have a master's degree. In order to achieve the goal of the research, a questionnaire was prepared that consisted of (33) items distributed to two fields of moderate religious guidance that includes (17) items, while the field of moral support guarantees (16) items, followed by (3) alternatives which included in the curriculum (large, medium, and low), validity and reliability has been verified. The researchers used the means statistical following: the relative weight, independent t-test, via (SPSS) statistical program. After data collection and analysis they found the following: (1) A good percentage for the role of university curricula in moderate religious instruction in sections of Qoraan and Islamic education science students from teachers' viewpoint. (2) A medium ratio for the role of university curricula in moral support among Qoraan sections, and Islamic education students from teachers' viewpoint. (3) There is a statistically significant difference among the views of the teaching staff for the role of university curricula in the moderate religious guidance and moral support depending on the scientific graduation. The researchers took a series of conclusions and recommendations and proposals.
Leadership Analysis in K-12 Case Study: Superintendent's Hiring Dilemma
Author: Alsobaie, Mohammed Fahad
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Superintendents,Leadership Effectiveness,Leadership Qualities,Best Practices,Human Resources,Administrative Principles,Political Issues,Elementary Secondary Education,Performance Factors,Criticism,Personnel Selection

This paper will seek to analyze of the case &quot;Superintendent's Hiring Dilemma&quot; by Hoy and Tarter (2004) using multiple leadership perspectives. The last section of this analysis of the case study will provide the most effective leadership recommendations for the key players.
A Comparative Study of Emotional Stability of Visually Impaired Students Studying at Secondary Level in Inclusive Setup and Special Schools
Author: Pant, Pankaj
Date: 2016-00-00
Type: Journal Articles
Subjects: Visual Impairments,Secondary School Students,Inclusion,Special Schools,Psychological Patterns,Comparative Analysis,Statistical Analysis,Gender Differences,Foreign Countries

Visual impairment as an umbrella term includes all levels of vision loss. Researches in the field of visual disability are far from satisfactory in India. Some attempts have been made to study different aspects of the lives of visually disabled children. Such attempts help, revealing the facts of their life, characteristics, activities, performances, abilities and disabilities etc. The present investigation purports to find out the efficacy of emotional stability of visually disabled students studying in special schools and inclusive setup. The objective of the study is to compare the emotional stability of visual impaired students at secondary level of inclusive setup and special schools. Descriptive survey method has been adopted for the study. Population of the study consisted visually impaired children studying in special schools and inclusive setup. A sample of 100 students was drawn from various schools, through stratified random sampling technique. Emotional Maturity Scale developed by Singh, Y. and Bhargava, M. was used to collect information about students studying in inclusive setup and special schools. Mean, Standard Deviation and t-Scores were used for data analysis. Results reveal that though there was a significant difference in the emotional stability of children studying in inclusive setup and special schools, however, girls studying in different setups of school did not differ significantly in their emotional stability. The study throws light on the fact that children with visual impairment studying in inclusive setup are more emotionally stable than the children with visual impairment studying in special schools.
The Influence of In-Service Training, Seminars and Workshops Attendance by Social Studies Teachers on Academic Performance of Students in Junior Secondary Schools In Cross River State, Nigeria
Author: Essien, Ekpenyong Essien
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Seminars,Teacher Workshops,Teacher Attendance,Social Studies,Secondary School Teachers,Academic Achievement,Secondary School Students,Hypothesis Testing,Questionnaires,Measures (Individuals),Reliability,Correlation,Faculty Development,Statistical Analysis,Nonparametric Statistics

This research examined the influence of in-service training, seminar and workshop attendance by social studies teachers on students' academic performance in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of five hundred Social Studies teachers (500) and students were selected for the study. The instruments for data collection were a set of questionnaire to measure Social Studies teachers' in-service training, seminar and workshop training and Social Studies Performance Test (SOSPT) to measure students' academic performance. The reliability estimate of the instruments were established through the split-half reliability method and it associate Spearman Brown prophesy formula. Pearson product moment correlation analysis was adopted to test the hypothesis at 0.05 level of significance. The result of the analysis revealed that there exists a positive and small relationship between the frequency of teachers' attendance at in-service training, seminars and workshops and students' academic performance in social studies. It was recommended that government should make it mandatory for all teachers in both primary and post primary to undergo professional training. As it is the case with other professions like law and medicine among others.