ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective Communication-Based Teaching Skill for Early Childhood Education Students
Author: Nurani, Yuliani
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Skills,Communication Skills,Early Childhood Teachers,Foreign Countries,Public Colleges,Preservice Teachers,Skill Development,Teacher Education

The research aims to develop a series of effective communication-based teaching skills for early childhood education teachers that develop in accordance with the Indonesian National Curriculum framework used recently in Department of Early Childhood Education, Faculty of Education, State University Jakarta. Research will be conducted in two years using research and development methods. The literature review has been conducted on effective communication and teaching skills for the first year and a series of teaching skill indicators. Data gathered from early childhood education teachers in Jakarta are related to the theory and practice of teaching skills with observation, interviews and performance tests. The results of the study are indicators for Early Childhood Education (PAUD) teacher teaching skills. On the other hand, drafts of effective communication practices are conducted to be applied in teacher teaching skills. These two concepts will be used to develop a model of effective communication based teaching skills for teachers of early childhood. The result can be consideration of educational institutions educators, researchers and governments in developing training models to improve teacher teaching skills.
Factors Influencing the Students&apos; Acceptance of E-Learning at Teacher Education Institute: An Exploratory Study in Malaysia
Author: Taat, Muhamad Suhaimi
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Electronic Learning,Teacher Education,Foreign Countries,Preservice Teachers,Usability,Technical Support,Time Management,Access to Information,Teaching Styles,Affordances,Synchronous Communication,Course Content,Adoption (Ideas)

This study aimed to identify the level of e-learning acceptance, and factors that influence it, among students at a teacher education institute in Malaysia. Factors involved in the study were usability perceptions, ease of use, lecturer characteristics, information quality, system quality, and technical support. A total number of 230 students were selected as respondents from the third- and final-year students from various undergraduate programmes that employed e-learning. The instrument used in this study consisted of a set of questionnaires containing 49 question items and using five-point Likert scales. The results of the study were analysed using descriptive statistics that derived means and standard deviations. The results show that the key factors influencing the acceptance of e-learning among the students are usability, lecturer characteristics, system quality, the information provided, and available technical support. The findings also show that students' acceptance of e-learning is influenced by the benefits and usefulness of the programme and, as well, saving time and receiving course content that is simple and appropriate to the task.
Analyzing Universities Service Quality to Student Satisfaction; Academic and Non-Academic Analyses
Author: Kardoyo
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Universities,Educational Quality,Economics Education,Foreign Countries,Public Colleges,College Graduates,Educational Facilities,College Administration,College Faculty

Indonesia has many higher learning institutions both public and private sectors such as colleges, polytechnics, institutes and universities and they are competing among them to get students to enroll in their institutions. It has become competitive among them to get students than before. The growing competition among higher learning institutions had forced them to strive to improve their service quality provided to students. The student satisfaction of service quality can be divided into two parts, namely satisfaction in academic and non-academic. The purpose of this research is to determine whether the academic and non-academic service quality affect student satisfaction of Economics Faculty Universitas Negeri Semarang. This research used an exploratory method that explaining the relationship between hypothesis testing, making prediction and getting the implicit meaning of problems that want to be solved. This study was conducted at the Economics Faculty of Universitas Negeri Semarang. The data analysis used SEM PLS. The population in this study were students from the Economics Faculty of Universitas Negeri Semarang who registered in 2015 and graduated in 2018. The total number of population in this study were 3,596 students majoring in Economics Education, Accounting, Management, and Economic Development. This study used a stratified sampling technique where students from all disciplines and levels were determined using the Slovin formula. Questionnaires were distributed to a sample of 360 students and were administered by trained enumerators. Data were collected using self-administered assessment questionnaires of a five Likert scale and analyzed using SEM PLS 6.0 Warp PLS. The results of this research were, first, academic service quality did not influence student satisfaction. Second, the non-academic service quality has a positive and significant influence on student satisfaction. This is because the supported learning infrastructure was found to be a factor that satisfied the students compared to teaching methods that was carried out by faculty members. It was also found that attitude and behavior in academic aspect were not significant in improving the students' satisfaction. Therefore, it is suggested that Faculty of Economics of UNNES should focus on maintaining and improving the service quality of non-academic aspects in order to compete with other higher learning institutions.
Emotional Intelligence, Work Family Conflict, and Job Satisfaction on Junior High School Teacher&apos;s Performance
Author: Wijayati, Dewie Tri
Date: 2020-00-00
Type: Journal Articles
Subjects: Junior High School Teachers,Job Performance,Emotional Intelligence,Job Satisfaction,Family Work Relationship,Women Faculty,Sex Fairness,Foreign Countries,Role Conflict,Correlation

Female workers do not always get the same rights as their male colleagues. Many women are forced to dispel their desires to become structural career women because they are unable to compete with men. Therefore, it is necessary to have clear performance measurements to prove that female teachers also have good performance. The research was conducted using explanatory research with a quantitative approach. The test was conducted by SEM analysis techniques using AMOS. The study found a significant influence between Emotional Intelligence on Job Satisfaction as well as Job Satisfaction on Commitment. In the next test it was found that Job Performance was only influenced by family conflict in a negative direction, while Commitment and Job Satisfaction had no effect on Job Performance.
Self-Efficacy in Teaching Multicultural Students in Academia
Author: Sela-Shayovitz, Revital
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Student Diversity,Multicultural Education,Beliefs,Positive Attitudes,Correlation,School Culture,Professionalism,Teacher Characteristics,Foreign Countries,Minority Group Students,College Students,College Faculty,Faculty College Relationship

The present study examined self-efficacy in teaching multicultural student populations in academic settings. Three indicators were used to examine teacher self-efficacy: teachers' self-efficacy beliefs regarding teaching multicultural student groups (TSEB), teachers' efficacy in the academic organization (TEAO) and professional teaching efficacy in multicultural student groups (PTEM). Data were obtained from a questionnaire administered anonymously to faculty members teaching in four faculties: humanities, law, health professions and business administration. The findings revealed a significant correlation between TSEB and PTEM. Teachers who reported positive beliefs and attitudes toward teaching multicultural student groups in academia also reported high efficacy in teaching these groups. Furthermore, TEAO correlated significantly with PTEM. The article discusses the research findings and examines future research directions.
A Comparative Study of the Engineering Soft Skills Required by Moroccan Job Market
Author: Chaibate, Hind
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Market,Engineering,Technical Occupations,Job Skills,Employment Potential,Education Work Relationship,Skill Development,Engineering Education,College Graduates,Interpersonal Competence,21st Century Skills,Job Application,Web Sites,Employer Attitudes

This paper aims at comparing the soft skills required by Moroccan employers to those developed in engineering schools in order to improve engineers' employability. On the one hand, soft skills needed for the job market integration are defined using a mixed method belonging to sequential exploratory design. On the other hand, educational curricula are examined to determine if they meet the workplace requirements. This study is strengthened by including findings collected by interviewing professionals about the level of soft skills development among newly graduated engineers.
Learning Chinese as the United Nations Language? Implications for Language Learning Motivation and Identity in Adult Higher Education
Author: Lee, Hugo Yu-Hsiu
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,Self Concept,Second Language Learning,Second Language Instruction,Professional Identity,Higher Education,International Organizations,Employee Attitudes,Foreign Countries,Learning Processes,Correlation,Cultural Background,Adult Students,Mandarin Chinese,Heritage Education

In this study, the researcher strives to build on earlier work in which the roles of motivation and identity in language learning in adult higher education were examined. In the present connection, the focus falls on the roles played by a seldom researched group consisting of staff members in an intergovernmental organization. This group is comprised of United Nations staff members (N=33/18 female, 15 male) involved with the United Nations Chinese language program at the UN Headquarter for the Asia region in Bangkok. The past research has shown that an adult language learner's learning level becomes very high when s/he is sufficiently motivated. In this light, then, the researcher explores whether the language-learning process would be improved if adult staff members from an intergovernmental organization engage in language learning with a greater sense of a professional self/institutional identity than would be the case with a merely personal identity. Also considered is whether the language-learning process is enhanced by an individual/personal identity in contrast to having only a professional self/institutional identity. The findings show that UN staff members who are highly motivated to learn Chinese are more likely to harbor a mixture of both personal and professional identities. Nevertheless, prioritizing the learning of Chinese often stems from functional and practical reasons, i.e., from instrumental motivation. Finally, this study finds no clear links between Chinese heritage and success in Chinese language learning in the adult higher educational sector.
First-Year Students&apos; Adjustment to University Life: A Case Study of Implementing College Buddy Program
Author: Alharthi, Maryam
Date: 2020-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Adjustment,College Programs,Peer Relationship,Foreign Countries,Transitional Programs,Social Support Groups,Models

Transitioning from secondary to higher education is not a natural step for many first-year university students. Most female students who join Taibah University did not have the chance to visit the university and get to know the programs offered there before they applied. Therefore, the Childhood Studies Department within the College of Family Sciences has initiated the present program -- My Uni-Buddy. The program was applied on a small scale to create connection between first-year students and their fellow students in the third year. The aim of the program is to support new students and help them adjust quickly to their new life. The study employs a qualitative approach in which interviews were carried out to collect the relevant data. The findings show that first-year students hugely benefited from the program in the academic and social aspects.
Values of Artistic Activity in Social Development of Individuals with Johanson-Blizzard Syndrome
Author: Ploch, Leszek
Date: 2019-00-00
Type: Journal Articles
Subjects: Genetic Disorders,Mental Health,Social Development,Females,Emotional Development,Public Health,Dance Education,Therapy,Program Effectiveness,Quality of Life,Young Adults

This paper aims at examining the relationship between the psychosocial conditions of artistic activity through dance and its effect on women with Johanson-Blizzard syndrome (JBS), concerning their mental and social health, their social and emotional development in the area of public health as well as the quality of their functioning in their communities. The dance therapy exercises were based on a choreographic system invented by the author as a profile of research into social and emotional development of women with Johanson-Blizzard syndrome. On the basis of participating observation, the author gathered and discussed the results of achievements of three women aged 20-25 participating in dance activities for five years. The findings proved that the level of the risk of delay in the process of social and emotional development in individuals with Johanson-Blizzard syndrome could considerably decrease in the area of public health, positively influencing the improvement of the quality of independent functioning of women in their communities. For five years the described women developed an improvement in the areas of interpersonal communication, relationships and their self-assessment. Also, respondents developed a more adult style in their preference of independent roles towards their parents and their partner in one case.
Students with Emotional and Behavioral Disorders and Special Education Due Process in the United States
Author: Blackwell, William
Date: 2019-00-00
Type: Journal Articles
Subjects: Special Education,Emotional Disturbances,Behavior Disorders,Student Placement,Decision Making,Civil Rights,Suspension,Expulsion,Individualized Education Programs,Evaluation Methods,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Instructional Program Divisions,Elementary Secondary Education

This manuscript presents findings from a study of the contributing factors and details of special education due process hearings in the United States that involved students with emotional and behavioral disorders. The study examined 101 due process hearings conducted over a three-year period in a five-state sample: California, Illinois, Massachusetts, Pennsylvania, and Washington. Findings indicated that students with emotional and behavioral disorders are frequently involved in due process hearings. These students often have multilayered, complex support needs and a history of suspension/expulsion. The most common issues addressed in the due process hearings related to the development/implementation of individualized education programs, evaluation and assessment practices, procedural safeguards, and program placement decisions. The implications of these findings for teachers, administrators, and parents of students with emotional and behavioral disorders are discussed.
Results of a Year-Long Professional Learning Program for Special Educators and Related Service Providers
Author: Murza, Kimberly A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Predictor Variables,Faculty Development,Persistence,Teacher Characteristics,Teacher Attitudes,Teacher Behavior,Special Education Teachers,School Personnel,Professional Personnel,Paraprofessional School Personnel

The purpose of this study was to determine if certain variables predicted whether educators dropped out of a year-long, voluntary, professional learning program and whether participant characteristics predicted their attitudes and behaviors at the end of the program. Special educators volunteered to participate in the year-long program with their educational teams. A total of 206 educators and related service providers enrolled and completed at least one assignment. Of these participants, those who attended the single face-to-face meeting and those who took the program for college credit were statistically significantly more likely to complete the program than their peers. None of the other participant characteristics (e.g., age, years of experience, setting, role, knowledge and skill level, initial attitudes) predicted completion. These findings along with the additional study results suggest there are many unanswered questions in regard to what keeps individual school professionals inspired and motivated to change their practice.
New Initiative in Special Education in Macao: A Curriculum Reform Project
Author: Yuen, Mantak
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Students with Disabilities,Curriculum Development,Special Education Teachers,Regular and Special Education Relationship,Student Centered Learning,Teaching Methods,Inclusion

The education system in Macao now implements the principle of equal opportunities for learning for all children, including those with special educational needs. This principle gives rise to the notion of 'one curriculum framework for all' -- meaning that all children in mainstream and special schools follow a common curriculum, but with necessary adjustments and accommodations made for those with learning difficulties. This paper reports on a consultancy project initiated by The Education and Youth Affairs Bureau of Macao SAR to guide special schools on curriculum reforms and help teachers prepare students with special educational needs to learn through the mainstream curriculum. Workshops and symposia were conducted for special education teachers to familiarize them with the new paradigm shift. Over a period of 3 years, 33 teachers from mainstream and special schools were involved in writing Supplementary Guides to the mainstream curriculum, and a Learning Ability Progress Framework. By using the Learning Ability Progress Framework, teachers were able to adopt a more student-centered learning approach to conduct lessons that are inclusive of all learners. This reform represents a milestone in progress for special education in Macao as it moves towards a more inclusive subject-based curriculum.
Outcomes of Special Education Programs for Students with Intellectual Disabilities: Family Members&apos; Perspectives
Author: Alnahdi, Ghaleb H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Special Education,Students with Disabilities,Intellectual Disability,Family Attitudes,Satisfaction,Public Schools,Private Schools,Family Involvement,Foreign Countries,Parent Attitudes,Parent Background,Educational Attainment,Skill Development

It is important to understand family members' observations and opinions in regards to the programs offered to their children with intellectual disabilities. This study aimed to examine the outcomes of special education programs for students with intellectual disabilities (SWID) from the families' perspectives. The study sample comprised 150 family members of SWID. The results showed that the progress in both academic and life skills was less than expected. Satisfaction was higher in public schools in comparison with private schools. Participants with children enrolled for a longer time in special education programs expressed significantly less dissatisfaction than those with children enrolled for shorter lengths of time in such programs. The findings suggest the need for more involvement of family members in their children's educational future, and for more focus to improve students' life skills. Implications and recommendations to increase the families' satisfaction in regards the special education programs are discussed.
The Level of the Aggressive Behavior of Mentally Disabled Students at Ajloun Governorate from the Teachers&apos; Point of View
Author: Wahsheh, Nayef Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Aggression,Student Behavior,Intellectual Disability,Teacher Attitudes,Special Education,Special Schools,Self Destructive Behavior,Antisocial Behavior,Severity (of Disability),Age Differences,Gender Differences,Foreign Countries

The purpose of this study is to determine the level of aggressive behavior of the mentally disabled students at Ajloun Governorate from the teachers' point of views. The sample consisted of all (94) mentally disabled students of simple and intermediate level who were enrolled in the special education centers at the first semester of the academic year (2018-2019). Thirty paragraphs scale was constructed and developed as a study tool. The scale consisted of three dimensions of the aggressive behavior: self-directed aggression, aggression directed towards others and aggression directed towards property and objects. The results showed the level of the aggressive behavior of the mentally disabled students at Ajloun Governorate from the teachers' point of view was high. There were statistically significant differences at ([alpha]=0.05) due to the degree of disability in favor of the intermediate level. There were no statistically significant differences at ([alpha]=0.05) due to the gender.
Inclusion for Pupils with Special Educational Needs in Individualistic and Collaborative School Cultures
Author: Buli-Holmberg, Jorun
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Regular and Special Education Relationship,Students with Disabilities,School Culture,Educational Environment,Leadership Responsibility,Teacher Role,Curriculum Development,Elementary Secondary Education,Teacher Collaboration,Cooperative Planning,Foreign Countries,Principals

The main issue of this article is inclusive education for pupils with special educational needs (SEN). Inclusion in our study focuses on three core areas: the role of the school leaders, the role of teachers and the practice of curriculum planning. The results are based on interviews with school leaders and teachers in Norwegian primary and lower secondary schools. We find that most of the teachers are working and planning on their own and seldom collaborate with or support each other. At one of the schools, however, we see a clear tendency for roles and practices that are based on collaboration and joint efforts. The same pattern is also found in the school leaders' focus on strategies in their efforts to realise inclusive education for pupils with SEN. Consequently, the analysis shows a clear and systematic correlation between the results in the three core areas. The roles of school leaders and teachers and the curriculum planning practices differs widely between schools, and seem to be part of school cultures characterized by predominantly individualistic or collaborative approaches in their work on inclusion.