ethanporcaro/eric-fulltext-meta huggingface dataset:
Principals&apos; Human Capital Development Practices for Enhancing Staff Personnel Administration in Secondary Schools in Oyo State, Nigeria
Author: Chidi, Nnebedum
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Human Capital,Educational Practices,Personnel Management,Secondary Schools,Administrative Organization,School Administration,School Personnel,Mentors,Secondary School Teachers,Hypothesis Testing,Questionnaires,Faculty Development,Training,Grants,Teacher Workshops,Seminars,Conferences (Gatherings)

Unsatisfactory performance of secondary school students in external examinations in Oyo State seems to suggest lapses in principals' application of human capital development practices especially in the areas of training and mentoring of teachers to enhance instructional delivery. This unpleasant state of affair necessitated the researchers to investigate principals' human capital development practices for enhancing staff personnel administration in secondary schools in Oyo State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The descriptive survey design was adopted for the study. The study population comprised all the principals and teachers in government owned secondary schools in Oyo State. The researchers adopted a proportionate stratified sampling technique to draw 94 principals and 588 teachers. Two version of the researchers developed instrument titled ''Principals' Human Capital Development Practices Questionnaire (PHCDPQ)'' were used for data collection. The instrument was validated by three experts comprising two lecturers from the Department of Educational Management and Policy, and the other a specialist in Measurement and Evaluation all from the Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instrument were ascertained using Cronbach Alpha and the co-efficient obtained for cluster, I and II of principals' version were 0.86 and 0.89 respectively while the co-efficient obtained for cluster, I and II of teachers version were 0.83 and 0.85 respectively. The administration of the instruments was done by the researchers together with ten research assistants who were briefed on what to do. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the hypotheses. The results of the study showed among others that principals have not adequately employed training practices for enhancing staff personnel administration in secondary schools in Oyo State. It also revealed that there is no significant difference in the mean ratings of principals and teachers on principals' mentoring practices for enhancing staff personnel administration in secondary schools in Oyo State. Based on the findings, it was recommended among others that government should provide annual grants for principals to sponsor teachers workshops, seminars and conferences in order to enable them update their skills and knowledge on current issues and also help them adapt to innovation in educational practices. Conclusion was drawn.
The Net Generation, the Internet, and Political Communication and Participation
Author: Velicki, Damir
Date: 2017-00-00
Type: Journal Articles
Subjects: Internet,Information Technology,Use Studies,Foreign Countries,Voting,Television,Political Issues,Participation,Postsecondary Education,College Students,Preservice Teachers,Student Surveys,Questionnaires,Information Sources,Statistical Analysis,Radio,Newspapers,Web Sites,Social Media

The Net Generation, a generation which grew up with digital media, differs from older generations which entered the world of digital media and the Internet afterwards. The Internet itself opened new possibilities of communication and participation in the sphere of politics as well. Research was conducted among students at the Faculty of Teacher Education in Zagreb and Baltazar Zaprešic Polytechnic in order to establish the degree to which students, the so called &quot;digital natives,&quot; use the Internet for the purposes of political information, communication, and participation. Over two thirds of participants, young voters, voted in the parliamentary elections in Croatia in 2015, and in order to obtain information on political matters, they prefer using the Internet, but also use television to almost the same extent. According to the research results, the majority of the participants are ready to express their political opinions over the Internet. Half of the participants in no way show readiness to engage in political life by joining a political party, and a very small percentage of them are ready to take part in protest gatherings. In the segment of political participation, members of the Net Generation do not show a statistically significant difference when compared to older students of a non-teacher education polytechnic.
Motivation and Effective Performance of Academic Staff in Higher Education (Case Study of Adekunle Ajasin University, Ondo State, Nigeria)
Author: Victor, Akinfolarin Akinwale
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Motivation,Teacher Effectiveness,Department Heads,Questionnaires,Likert Scales,Recognition (Achievement),Teacher Salaries,Compensation (Remuneration),Faculty Development,Educational Facilities,Motivation Techniques

This study investigated motivation and effective performance of academic staff in higher education. The research design was descriptive survey. The population comprises of all lecturers and heads of various departments in Adekunle Ajasin University, Akungba Akoko, Ondo State. Fifty (50) lecturers and ten (10) heads of department which was randomly selected for the study. Data was carefully collected through questionnaire measuring it item on a four (4) point likert-type-rating scale and properly analyzed using frequency count and simple percentage. The study revealed that encouragement for creativity and innovation, appreciation on genuine effort, award with impressive titles and acknowledge on achievement enhances the performance of university lecturers, also, 60% of the respondents agreed that there was lack of provision of regular payment of salary and other remuneration by the head to promote the performance. This study also revealed that provision of adequate chances for professional growth, instructional facilities arguments lecturer's performance. The following recommendations were made; Universities managers and other tertiary institution should continue to provide adequate chances for professional growth and research development, availability of Institutional facilities, good relationship with academic staff and prompt payment of lecturers' salaries to further advance their performance among others.
Teacher Certification and Academic Growth among English Learner Students in the Houston Independent School District. REL 2018-284
Author: Ruiz de Castilla, Verónica
Date: 2018-02-00
Type: Reports - Research
Subjects: Teacher Certification,Academic Achievement,English (Second Language),Language Proficiency,English Language Learners,Grade 4,Grade 5,Reading Achievement,Mathematics Achievement,Bilingual Teachers,Alternative Teacher Certification,Correlation,Elementary School Students,Elementary School Teachers,Value Added Models,Spanish Speaking,Hierarchical Linear Modeling,Standardized Tests

Aware of the challenges set before the Houston Independent school District by rapid growth in the numbers of English learner students, and a critical shortage of teachers with bilingual certification for more than a decade, members of Regional Educational Laboratory Southwest's English Learners Research Alliance sought information that districts can use when recruiting teachers and assigning them to schools and classrooms that serve large numbers of English learner students. To respond to this need, this study examined the relationships between teacher certification and growth in math and reading achievement and English proficiency among English learner students using data from the Houston Independent School District and the Texas Education Agency. The study assessed whether a teacher's certification type--bilingual or English as a second language--and certification route--additional exam (adding a certification area to an existing classroom teaching certificate by completing an exam), alternative (receiving certification through a nontraditional route that allows one to teach while completing the requirements), postbaccalaureate (completing a university program offered to people with a bachelor's degree or higher), or traditional (obtaining a bachelor's degree in education from an accredited university)--were correlated with growth in math achievement, reading achievement, and English proficiency (as measured by the most recent Texas state standardized exams) among English learner students whose home language is Spanish. Key findings from the main analysis are detailed and analyzed. Stakeholders may find the results of the study useful for understanding the teacher factors related to English learner student achievement, assigning teachers to English learner student classrooms at the school level, recruiting teachers at the school or district level, and developing standards for teachers of English learner students at the state level.
Trends in Algebra II Completion and Failure Rates for Students Entering Texas Public High Schools. REL 2018-289
Author: Stoker, Ginger
Date: 2018-02-00
Type: Reports - Research
Subjects: Educational Trends,Algebra,Mathematics Achievement,Academic Failure,Public Schools,High School Students,Grade 9,Cohort Analysis,Required Courses,Educational Change,Graduation Requirements,State Legislation,Educational Legislation,School Districts,Organizational Communication,Information Dissemination,Racial Differences

This study examines Algebra II completion and failure rates for students entering Texas public high schools from 2007/08 through 2014/15. This period spans the time when Texas students, beginning with the 2007/08 grade 9 cohort, were required to take four courses each in English, math (including Algebra II), science, and social studies (called the 4x4) and the time when, beginning with the 2014/15 cohort, the state moved to the new Foundation High School Program, which eliminated Algebra II as a math requirement. Overall, Algebra II completion and failure rates followed the same trend for the 2014/15 cohort as for the seven cohorts that graduated under the previous graduation requirements. Key findings include: (1) In the 2014/15 school year, the first after enactment of HB 5, 37 percent of districts reported requiring students to complete Algebra II to graduate from high school; (2) Fewer than half of districts reported that they planned to offer the alternative math courses in the first year of the new graduation requirements; (3) Both before and after enactment of HB 5, 78 percent of students completed Algebra II as their third math course; (4) Trends in Algebra II completion and failure for most student subgroups remained stable after enactment of HB 5; and (5) Almost all students who did not complete Algebra II after taking Geometry either were taking a pre-Algebra II course or had completed math courses only through Geometry in the first three years of high school. The findings from this study suggest that students' choice of the third high school math course was not immediately influenced by the HB 5 policy enacted in 2013.
Preschool Teachers&apos; Language and Literacy Practices with Dual Language Learners
Author: Sawyer, Brook E.
Date: 2016-00-00
Type: Reports - Research
Subjects: Preschool Teachers,Culturally Relevant Education,Educational Practices,Bilingual Students,Spanish Speaking,Preschool Children,Professional Development,Randomized Controlled Trials,Questionnaires,Likert Scales,Language Acquisition,Literacy,Observation,Statistical Significance,Language Attitudes,School Demography,Multiple Regression Analysis,Markov Processes,Monte Carlo Methods

The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed. [This paper was published in &quot;Bilingual Research Journal&quot; v39 n1 p35-49 2016 (EJ1093818).]
The Influence of Visual Arts Education on Children with ASD
Author: Çevirgen, Ayse
Date: 2018-00-00
Type: Journal Articles
Subjects: Art Education,Visual Arts,Autism,Pervasive Developmental Disorders,Qualitative Research,Case Studies,Semi Structured Interviews,Parents,Art Teachers,Instructional Effectiveness,Portfolio Assessment,Adolescents,Males,Parent Attitudes,Teacher Attitudes,Student Attitudes

The aim of this research is to examine the effects of visual arts on a child with Autism Spectrum Disorder (ASD). The research included a 13-years-old male student with ASD, the student's parents, and the visual arts teacher. The research was designed according to the case study from qualitative research models. Semi-structured interviewing and portfolio analysis techniques were used to collect research data. The findings of the research show that the visual arts course has positive effects on the child with ASD.
Principals&apos; Provision of Incentive for Secondary Schools&apos; Improvement in Oyo State
Author: Onyali, Loyce Chiedozie
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Secondary Schools,Educational Improvement,Incentives,Public Schools,Secondary School Teachers,Questionnaires,Secondary School Students,Statistical Analysis,Teacher Attitudes,Administrator Attitudes

This study ascertained the principals' provision of incentive for secondary schools' improvement in Oyo State. Two research questions guided the study and two null hypotheses were tested. The descriptive survey research design was adopted for the study. The population of the study was 8,701 which comprised 969 principals and 7,732 teachers in public secondary school principals in Oyo State. Proportionate Stratified sampling technique was used to draw 871 respondents made up of 97 principals and 774 teachers. Two versions of a 19 item researchers' developed instrument titled &quot;Principals' Incentive Practices for Schools' Improvement Questionnaire (PIPSIQI)&quot; and &quot;Principals' Incentives Practices for Schools Improvement Questionnaire (PIPSIQII)&quot; were used for data collection. Mean rates and standard deviation were used to answer the research questions, while t-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed among others that principals and teachers agreed that involving staff in decision making process to enhance their commitment in implementing the instructional programme, prompt attention to teachers on-the-job problems, praising teachers for excellent performance, assigning responsibility with commensurate authority to give teachers opportunity to demonstrate their skills and maintaining mutual relationship among others are teachers' incentive practices provided by secondary school principals in Oyo State. Based on the findings, it was recommended among others that there is need for State Ministry of Education to regularly organize interactive workshops that include both principals and teachers for working out modalities for improvement on provision of incentives for teachers. Conclusions were drawn and other recommendations were made.
Using Data Mining to Explore Why Community College Transfer Students Earn Bachelor&apos;s Degrees with Excess Credits. CCRC Working Paper No. 100
Author: Fink, John
Date: 2018-02-00
Type: Reports - Research
Subjects: Community Colleges,College Transfer Students,College Credits,Bachelors Degrees,Data Analysis,Course Selection (Students),Comparative Analysis,Academic Records,Introductory Courses,Advanced Courses

Community college transfer students encounter challenges progressing toward a bachelor's degree, leading to widespread transfer credit loss. This in turn may lower students' chances of credential completion and increase the time and costs for students, their families, and taxpayers. In this study we review three definitions of credit transfer inefficiency--&quot;credit transferability,&quot; &quot;credit applicability,&quot; and &quot;excess credits among completers&quot;--focusing on the last to examine why students who start at a community college and transfer to a four-year institution so often end up with excess credits that do not count toward a bachelor's degree. To shed light on credit transfer inefficiency, we examine the course-taking behaviors of community college transfer students who earn bachelor's degrees with numerous excess credits compared with transfer students who earn bachelor's degrees with few excess credits. We employ data-mining techniques to analyze student transcripts from two state systems, enabling us to examine a large number of variables that could explain the variation in students' excess credits at graduation. These variables include not only student demographics but also the types and timing of courses taken. Overall, we find more excess credits associated with several factors, including taking larger proportions of 100- and 200-level courses and smaller proportions of 300-level courses throughout students' progression toward completion, and taking 100-level courses in any subject--and specifically 100-level math courses--immediately after transferring to a four-year institution. Findings suggest that institutions could help students reduce credit transfer inefficiency by encouraging them to explore and choose a bachelor's degree major early on so they can take the required lower division (100- and 200-level) courses at the community college, thereby enabling them to take mostly upper division 300- and 400-level courses in their desired major field once they transfer to a four-year institution.
First-Generation Students: College Access, Persistence, and Postbachelor&apos;s Outcomes. Stats in Brief. NCES 2018-421
Author: Cataldi, Emily Forrest
Date: 2018-02-00
Type: Reports - Research
Subjects: First Generation College Students,Access to Education,Prior Learning,Academic Persistence,Outcomes of Education,Bachelors Degrees,College Graduates,Longitudinal Studies,Postsecondary Education,Parent Background,High School Students,Enrollment,Educational Attainment,Academic Degrees,Statistical Analysis

This Statistics in Brief focuses on students whose parents have not attended college and examines these students' high school success and postsecondary enrollment, persistence and degree completion once they enrolled in college, and graduate school enrollment and employment outcomes after they attained a bachelor's degree. Their outcomes are compared to those of their peers whose parents had attended or completed college. This report draws on data from three nationally representative studies from the National Center for Education Statistics: the Education Longitudinal Study of 2002 (ELS:2002), the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), and the 2008/12 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/12).
Young People in Education and Training 2016. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,National Surveys,Student Characteristics,Program Effectiveness,Adolescents,Secondary Education,Apprenticeships,Job Training,Gender Differences,Age Differences,Program Content,Public Education,Postsecondary Education,Higher Education,Majors (Students),Federal Aid,Student Financial Aid

The Australian education and training system offers a range of options for young people. This publication provides a summary of the statistics relating to young people aged 15 to 19 years who participated in education and training during 2016. Information on participation is presented for school students, VET in Schools students, higher education students, apprentices and trainees, and vocational education and training (VET) students. As of August 2016 there were 1.5 million young Australians aged 15 to 19 years, of which an estimated 83.2% participated in education and training. Of these, an estimated 57.1% were at school; 14.3% were enrolled in a VET in Schools program; 42.8% were at school but not participating in a VET in Schools program; 16.2% were enrolled in higher education; 4.4% were undertaking an apprenticeship or traineeship, which was not part of a VET in Schools program; and 5.5% were enrolled in other VET programs. [For &quot;Young People in Education and Training 2015. Australian Vocational Education and Training Statistics,&quot; see ED571292.]
Government-Funded Students and Courses: January to September 2017. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Federal Aid,Federal Programs,Enrollment Trends,School Statistics,Tables (Data),Student Characteristics,Institutional Characteristics,Statistical Data,Majors (Students),Geographic Distribution,Profiles

This publication provides a summary of data relating to students, programs, subjects, and training providers in Australia's government-funded vocational education and training (VET) system (defined as Commonwealth and state/territory government-funded training). Data for the Government-funded students and courses series are received by the National Centre for Vocational Education Research (NCVER) in four cumulative data submissions: (1) January to March, submitted in May; (2) January to June, submitted in August; (3) January to September, submitted in November; and (4) January to December, submitted in March. The quarterly data submissions are cumulative, which allows additional data to be reported and also corrections made to previously submitted data. The data in this publication cover the period of 1 January to 30 September 2017. For comparative purposes, it also examines this data against previously submitted data for the 1 January to 30 September 2015 and 2016 periods, and also for the 1 January to 30 June 2017 period. The Australian VET system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees). [For the report from the previous year, &quot;Australian Vocational Education and Training Statistics: Government-Funded Students and Courses--January to September 2016,&quot; see ED572277.]