ethanporcaro/eric-fulltext-meta huggingface dataset:
The 2nd Generation Street Children (SGSC) in Accra: Developing Teaching Strategies to Enhance Positive Learning Outcomes in Schools
Author: Kuyini, Alhassan Abdul-Razak
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Homeless People,Children,Qualitative Research,Teachers,Social Work,Caseworkers,At Risk Persons,Social Problems,Access to Health Care,Access to Education,Child Safety,Program Effectiveness,Attendance,Interpersonal Competence,Cooperative Learning,Elementary School Students,Special Education,Semi Structured Interviews,Well Being,Student Participation,Inclusion,Barriers,Documentation,Ethnography,Student Needs,Needs Assessment,Student Placement,School Holding Power,Academic Achievement,Student Records

Ghana is witnessing an increasing number of 2nd generation street children (SGSC) living in the street of Accra, the capital city as a result of many factors including teenage pregnancy among street girls, ethnic conflicts and rural-urban migration. Street presents enormous risks to street children; they are excluded from safe-family environment, basic services like health and education, and protection against exploitation. This article explored the inclusion of 27 SGSC in regular schools in Accra. Using qualitative methods, we obtained data from 15 teachers and social workers directly involved in the inclusion project. Finding revealed that SGSC were provided with pedagogical materials, daily feeding and school-related needs to encourage school attendance. To enhance positive learning outcomes of SGSC, teachers employed explicit instruction, cooperative learning, and social skills instruction. The study concludes that inclusion of SGSC in regular schools requires a willing and responsible school leadership; a comprehensive needs assessment including street mapping and social investigation on SGSC; financial support; and training of school personnel on streetism.
Youthful Lust and Violation of Mobile Phone Rule in a Private Christian Mission University, South West Nigeria
Author: Ojo, Omonijo Dare
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Privacy,College Students,Interpersonal Relationship,Christianity,Private Colleges,Gender Differences,Qualitative Research,Statistical Analysis,Hypothesis Testing,Compliance (Legal),School Policy,Student Attitudes,Intimacy,Questionnaires,Interviews,Ownership

This study aims at discovering the difference in the perceived lack of privacy in communication and violation of mobile phone rule among students in a Private Christian Mission University, South-West Nigeria. It equally tries to discover if there is a difference in the perceived students' desire to express love to the opposite sex and violation of mobile phone rule. Furthermore, it strives to investigate if there is a difference in the perceived students', who are not born again and violation of mobile phone rule. Apart from these, it finds out the time that students use their phone secretly, gender of students most involved in this violation and reasons why they do not like using telephone service provided for them on campus. The study engages both quantitative and qualitative methods of data collection. It employs percentage to describe data collected. Chi-square was used to test its hypotheses @0.005 level of significance. The result shows that most of the students caught for possession and use of phone were using it secretly at night. Moreover, male students were more involved in violation of mobile phone rule than their female counterparts. The study equally discovered: a difference in the perceived lack of privacy in communication and violation of mobile phone rule; difference in the perceived students' desire to express love to the opposite sex and violation of mobile phone rule and difference in the perceived students who are not born again and violation of mobile phone rule. Six reasons were supplied by respondents for not patronizing phone service centre on campus. They are: ineffective and inefficiency of staff at the centre, congestion of students in phone centre etc.
Disciplinary Practices of Elementary School Teachers in Arsanjan Coping with Students&apos; Behavioral Problems
Author: Jahangir, Mehrafsha S.
Date: 2011-10-00
Type: Journal Articles
Subjects: Elementary School Teachers,Coping,Behavior Problems,Aggression,Teacher Attitudes,Student Behavior,Foreign Countries,Attention,Discipline,Discipline Problems,Classroom Techniques,Statistical Analysis

This study attempted to find out the disciplinary practices, employed by elementary school teachers Arsanjan in City. Especially, it sought to answer the following questions: (a.) What are the disciplinary practices employed by elementary school teachers to help prevent and control the behavioral problems of students on physical aggression, peer affinity, attention seeking, as perceived by teachers themselves? (b.) Is there any difference between the perceptions of male and female teachers? The descriptive research method was used in gathering the data. The total number of 91 teachers in 5 elementary schools namely: Farhangian, Alzahra, Bagherul olom, Sama and Imam Khomeyni elementary schools were the respondents of the study. Data gathered, analyzed and interpreted, the following were evident: (a.) The least disciplinary measure that the teacher-respondents commonly agreed was to call the student whose attention is wavering. (b.) Also the respondents either agreed or likely agreed to disapprove the students' misbehavior by oral reprimand or tone of voice. (c.) There was a significant difference between the perceptions of the male and female teachers.
Sexual Self-Disclosure and Gender Consciousness of Undergraduate Students of Obafemi Awolowo University
Author: Oluwatosin, S. A.
Date: 2011-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Gender Differences,Self Disclosure (Individuals),Foreign Countries,Correlation,Counseling,Counselor Characteristics,Student Characteristics,Questionnaires,Sexuality

The study investigated gender consciousness and sexual self-disclosure of undergraduate students attending counseling sessions as well as gender difference in sexual self disclosure. Sixty (60) consenting undergraduates who had attended counseling session for sexual concerns in the last three months preceding this study period were used for the Snell (1996) were used to collect data for the study The results showed that the relationship between sexual self-disclosure to therapist and gender consciousness is a weak but positive relationship (Pearson and Kendal tau correlation coefficients: r = 0.15 and 0.12, respectively). There was a significant but negative relationship between students' sexual self-disclosure and the therapist sex (r = -0.52 and b = 0.37). Also difference in sexual self disclosure between male and female clients showed a non significant t-test of t = 0.20. The study showed a trend in clients' psychological androgyny (neither strongly male nor strongly female) inclination to gender consciousness and self-disclosure.
Assessment of the Effects of Problem Solving Instructional Strategies on Students&apos; Achievement and Retention in Chemistry with Respect to Location in Rivers State
Author: Nbina, Jacobson Barineka
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Solving,Teaching Methods,Science Achievement,Retention (Psychology),Chemistry,Pretests Posttests,Hypothesis Testing,Rural Schools,Urban Schools,Randomized Controlled Trials,Feedback (Response),Science Tests,Statistical Analysis,Scores,Error Correction,Quasiexperimental Design,Secondary School Science,Secondary School Students

We report a study focused on how problem-solving instructional strategies would affect students' achievement and retention in Chemistry with particular reference to River State. A pre-test, post-test, non-equivalent control group design was adopted. Two research questions and two hypotheses were respectively answered and tested. Purposive and stratified random sampling was used to select 428 SS II students from two rural and two urban local government areas of Rivers State. These students were randomly assigned to the two treatment groups. Problem solving with Model and Feedback-Correctives (PF), Problem solving with Model Only (PM), and the control Problem Solving by the Conventional Method (PC). The model used is a Generic Problem Solving Inquiry Model developed by Hungerford (1975). A researcher developed and modified instrument, Chemistry Achievement Test (CAT) and lesson plans were used for the study. Data collected were analyzed using Mean, Standard Deviation (SD) and some gains of achievement and retention and that the hierarchical order of achievement is PF, PM and PC. No significant differences were observed in the post-test mean scores of urban and rural subjects in the achievement is PF, PM and PC. No significant differences were observed in the post-test mean scores of urban and rural subjects in the achievement and retention tests administered in the course of the study. Based on the findings, it is recommended that both rural and urban Chemistry teachers use problem solving instructional strategies, particularly that in which use of a model is supplemented with feedback-correctives in teaching.
Knowledge Sharing in Schools: A Key to Developing Professional Learning Communities
Author: Rismark, Marit
Date: 2011-10-00
Type: Journal Articles
Subjects: Communities of Practice,Secondary School Teachers,Foreign Countries,Workplace Learning,Faculty Development,Research and Development,Case Studies,Peer Relationship,Teacher Collaboration

The purpose of this text is to explore how schools can become professional learning communities, involving teachers who continuously engage in building and sharing knowledge. We use theory and a model of knowledge conversion from the field of organizational learning to explore knowledge sharing within schools. The presented findings are based on a research project in a Norwegian secondary school. The data analysis discusses two circumstances of knowledge sharing, captured in the categories creation moments and bumpy moments. While knowledge sharing activities at team levels led to knowledge creation moments, whole staff assemblies proved to be challenging meeting places and bumpy moments occurred. We suggest that knowledge sharing as a key to developing professional learning communities needs to be organizationally supported.
Preparing Teachers for Teaching Immigrant Students through Service-Learning in Immigrant Communities
Author: Tilley-Lubbs, Gresilda A.
Date: 2011-10-00
Type: Journal Articles
Subjects: Immigrants,Service Learning,Teacher Education,Case Studies,Spanish Speaking,English Language Learners,Barriers,Teacher Role,Preservice Teachers,Limited English Speaking,Graduate Students,Transformative Learning,Cultural Differences,Critical Theory,Multicultural Education,Qualitative Research

Burgeoning immigrant populations fuel discussions about preparing preservice teachers to teach students who have limited English proficiency and diverse cultural backgrounds. This article contributes to the conversation by presenting service-learning in immigrant communities as an effective pedagogy to develop an awareness of students' worlds away from school. This qualitative case study investigates the transformative aspects of a course that places graduate students in service-learning experiences with Spanish-speaking families. The data provide evidence that focused academic study and community experience promote understanding challenges English language learners (SDELs) and their families face, as well as understanding their future roles as teachers of SDELs.
Media Culture and Media Education in Modern School
Author: Tolic, Mirela
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Journalism Education,Mass Media Use,Mass Media Role,Mass Media,Technological Advancement,Cultural Influences,Mass Media Effects,Global Approach,Cultural Context

Culture is no longer conceivable without the media and/or new phenomena called. &quot;Cyber&quot; culture. The article discusses issues in what respect the different media, like TV, film and Internet are with different cultures, how it changes everyday life under influence of various forms of sophisticated communications media and what competencies have children and young people, teachers, professional staff and parents to acquire know the &quot;deal&quot; with the new challenges in education? The article presents new aspects of the analysis of relations between media culture and media education. The author analyzes the relationship of media culture and media education explains the transformation of homo communicans in homo socius. Media culture is analyzed in interaction with the development of media pedagogy. He points out the importance of etymological analysis Bourdie's understanding of philosophy of symbolic forms, cultural studies, the Frankfurt School and Luhmann's understanding of communication theory for the development of media culture in the &quot;cyber society&quot;. Assumes that it is necessary for their development of meaningful relationships reflexive-critical attitude towards the accelerated development of new media for the preservation of culture and identidy school students. The article offers practical guidance for the development of media culture and media education into school curriculum.
Management of Group Work as a Classroom Activity
Author: Chiriac, Eva Hammar
Date: 2011-10-00
Type: Journal Articles
Subjects: Group Activities,Teaching Methods,Qualitative Research,Focus Groups,Teacher Attitudes,Grounded Theory,Foreign Countries,Teacher Role,Classroom Techniques,Adolescents,Coding,Cooperative Learning,Student Attitudes

Students appreciate group work as a means of learning and several studies also suggest that students who work together in groups have better learning outcomes. Nevertheless, teachers still seem reluctant to use group work as a pedagogical tool in the classroom. The main focus of this qualitative study is to address group work as a classroom activity from the teachers' perspectives, and more specifically to ascertain why teachers are reluctant to use group work as a mode of working in education. Data were collected by means of focus group interviews with teachers from three different schools, and the analysis was carried out using grounded theory. The uniqueness of this study is that the results show that teachers' presumptions, together with their mode of procedure and their negligible reflections regarding subject knowledge as a learning outcome when using group work, have a decisive influence on their willingness to use group work.
Some Psychological Factors as Predictors of Perceived Workers&apos; Productivity in Private Organizations in Nigeria
Author: Oyebamiji, M. A.
Date: 2011-10-00
Type: Journal Articles
Subjects: Predictor Variables,Job Satisfaction,Productivity,Psychological Patterns,Organizations (Groups),Foreign Countries,Self Concept Measures,Self Efficacy,Employees,Employers,Work Environment,Questionnaires,Multiple Regression Analysis,Statistical Analysis

The study investigated the influence of some psychological factors on perceived workers' productivity in private organizations in Nigeria. This is for the purpose of ascertaining the contributions of psychological factors to perceived workers' productivity in work organizations in Nigeria. A descriptive survey research design was adopted for the study. A total of 341 respondents were selected for the study, using stratified sampling technique. The instruments used for data collection are structured questionnaires titled Job Involvement Scale (JIS); Self Efficacy Scale (SES), Job Satisfaction Scale (JSS) and Locus of Control Scale (LCS). The hypotheses generated for the study were tested at 0.05 alpha levels using Regression Analysis statistics. The findings of the study revealed that: The psychological factors were found to have jointly contributed to perceived workers' productivity in private organizations. Relatively, job involvement, self-efficacy, job satisfaction and locus of control have significantly predicted perceived workers` productivity. Based on the findings, it is recommended that workers should be deeply involved in organizational programme of activities in order to create rooms for their participation in the planning and implementation of decision process. This will definitely foster job involvement and job satisfaction among the workers and enhance increased workers' productivity.
Learner Creativity and Performance in Written Narrative Tasks
Author: Pishghadam, Reza
Date: 2011-10-00
Type: Journal Articles
Subjects: Creativity,Foreign Countries,Statistical Analysis,English (Second Language),Second Language Learning,Writing (Composition),Personal Narratives,College Students,Language Proficiency,Imagination

This study aims at examining the relationship between learner creativity and performance in written narrative tasks in the context of Iranian EFL students. To this end, a sample of 222 EFL students from four universities in Mashhad (Iran) participated in this study. Our study involved measuring the participants' creativity using creativity test and eliciting written narrative performance from the participants with the help of a narrative task. The task involved two parts of narrating a story on the basis of a picture and writing a memory. We used correlation and ANOVA to analyze the data. The results exhibited a significant relationship between learners' performance in written narrative tasks and their total creativity and also with some sub constructs of creativity: fluency, originality and flexibility. Finally, the results were discussed in the context of language teaching and learning.
The Role of EFL Teachers&apos; Self-Regulation in Effective Teaching
Author: Toussi, Mohammad Taghi Monshi
Date: 2011-10-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Self Management,Teacher Effectiveness,Correlation,Interests,Mastery Learning,Goal Orientation,Emotional Response,Self Control,Foreign Countries,Likert Scales,Questionnaires,Student Attitudes,Teacher Attitudes,Late Adolescents,Adults

This article investigated the relationship between EFL teachers' self-regulation and teaching effectiveness. In so doing, 76 EFL teachers were selected according to a convenience sampling from different English language institutes in Mashhad, a city in north-eastern Iran. The findings of the study indicated that there is a significant relationship between EFL teachers' self-regulation and their teaching effectiveness. Subsequent data analyses indicated that among the components of self-regulation, intrinsic interest, mastery-goal orientation, and emotional control have the highest correlations with teaching effectiveness. Based on the findings of the present study teacher educators, administrators, and policy makers are recommended to incorporate self-regulated learning strategies to teacher training programs. The findings of the present study may also highlight the contributing roles of intrinsic and emotional factors in teaching effectiveness.
Deaf and Hard of Hearing Students&apos; Problem-Solving Strategies with Signed Arithmetic Story Problems
Author: Pagliaro, Claudia M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Problem Solving,Learning Strategies,American Sign Language,Arithmetic,Word Problems (Mathematics),Computation,Mathematics Instruction,Structured Interviews,Data Analysis,Early Childhood Education,Coding,Statistical Analysis

The use of problem-solving strategies by 59 deaf and hard of hearing children, grades K-3, was investigated. The children were asked to solve 9 arithmetic story problems presented to them in American Sign Language. The researchers found that while the children used the same general types of strategies that are used by hearing children (i.e., modeling, counting, and fact-based strategies), they showed an overwhelming use of counting strategies for all types of problems and at all ages. This difference may have its roots in language or instruction (or in both), and calls attention to the need for conceptual rather than procedural mathematics instruction for deaf and hard of hearing students.
Progression Measurement in Adult Guidance in Ireland: A Contested Discourse
Author: Hearne, Lucy
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Guidance,Longitudinal Studies,Case Studies,Measurement Techniques,Individual Development

This article discusses the findings of a research study on the longitudinal measurement of individual progression in the Irish Adult Education Guidance Initiative (AEGI). The research was underpinned by a critical constructivist methodology in its examination of the three main discourses of the client, practitioner, and policy maker in the field of adult guidance. In line with the current discourse on the role of the user in quality assurance, a specific focus of the study was an analysis of the client's contribution to the design of a quality tracking system for outcome measurement. The implications for policy, practice and research in the adult guidance sector in Ireland will be explored in this paper.
Institutional Racism in Irish Adult Education: Fact or Fiction?
Author: O'Connor, Fiona
Date: 2010-00-00
Type: Journal Articles
Subjects: Adult Education,Cultural Pluralism,Foreign Countries,Teaching Experience,Adult Educators,Racial Bias,Racial Relations,Institutional Characteristics,Minority Group Students,Student Participation,Academic Achievement,Ethnic Groups,Educational Practices,Educational Policy,Change Strategies

This paper examines the concept of institutional racism in Irish adult education. The study of institutional racism in education has been an area relatively untouched by Irish academics to date, and so represents a green field for interested academics and adult educators. For the purpose of providing some context for this concept, a brief outline of race and racism in Ireland is included. This paper will not seek to provide definitive answers to a multifaceted problem, instead, it is intended to present the concept from an Irish adult education perspective and explore its implications for Irish adult education providers. This draws on published literature and from the author's teaching experience. Finally, initiatives which cater for cultural diversity in adult education are discussed.
Fostering Creativity and Innovation in the Workforce: An Annotated Bibliography
Author: Sandeen, Cathy A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Creativity,Annotated Bibliographies,Citation Analysis,Student Development,Labor Force Development,Educational Needs,Educational Psychology,Educational Strategies,Continuing Education,Educational Innovation,Educational Practices

This annotated bibliography is a companion piece to "Putting Creativity and Innovation to Work: Continuing Higher Education's Role in Shifting the Educational Paradigm," also in this edition of "Continuing Higher Education Review." The author has provided citations for a selection of books and a brief description of the main idea in each along with an excerpt. These books begin with the premise that the practice of creativity and innovation can be taught. They fall into three general areas: (1) the importance of enhancing creativity and innovation in students and in the workforce; (2) the physiological and behavioral underpinnings of creativity and innovation; and (3) practical advice and suggestions about teaching a creativity-innovation perspective. Along with some classics, the author has selected a number of her favorites from among newer and more popular titles.