ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective Strategy for Succession Planning in Higher Education Institutions
Author: Ahmad, Abd Rahman
Date: 2020-00-00
Type: Journal Articles
Subjects: Strategic Planning,Higher Education,Administrative Change,Leadership,Administration,Personnel Policy

Succession planning could ensure leadership continuity in an organization. Organizations start to realize the importance of strong leadership to maintain, grow, and sustain long-term business productivity. The semi-structured interview which lasts for thirty to forty minutes was used as the interview technique throughout this research because the semi-structured interview is more conversational and it also allowed the researcher to ask the questions in a more flexible way. The interview method found out the systematic succession planning system in University A. The primary data was from interviews that shows the systematic succession planning in University A, and the gathered data will show some of the practices. Overall, the succession planning management had followed up the seven-pointed model as proposed by Rothwell. The seven-pointed model as proposed by Rothwell had ensured the process of identifying a management position at the selected university. In this study, the research objective and research question has been answered by the researcher. The final results further explained the process of succession planning together with the recommendation of the study. Future research on succession planning in higher education can be improved to get better research results as if the data collection can be expanded to all levels of management in University A, as compared to this research which only covered the staff involved in the strategic position level.
Pupils&apos; Motivation and Perceptions on ESL Lessons through Online Quiz-Games
Author: Halim, Mohd Shakir Azfar Abdul
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Student Attitudes,Computer Assisted Testing,Computer Software,Computer Assisted Instruction,Computer Games,Competition,Language Proficiency,Elementary School Students,Foreign Countries,Language Fluency,Learning Processes,Learning Motivation

Some scholars believe that the English proficiency and literacy level among the pupils in this country is deteriorating alarmingly and to overcome this issue, many measures have been taken by the government. Research showed that this issue could be caused by lack of motivation among learners to use English in their lives. This study examined pupils' motivation and perceptions of ESL lessons through online quiz-games namely Kahoot! and Quizizz. There were 60 primary school learners involved in this study. Data were collected using a survey questionnaire, and were analyzed and discussed quantitatively in descriptive analysis. The findings revealed that these learners had an elevated motivation and positive perceptions on the inculcation of online quiz-games in English lessons. The positive responses shown by the pupils have reflected their positive motivation, perceptions and acceptance towards learning English with the integration of online quiz-games like Kahoot! and Quizizz. This is because the elements of fun, enjoyment and competition in games can make students more motivated and interested in learning English.
Developing Self-Regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment Using the KWL Method
Author: De Silva, D. V. M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Management,Skill Development,Distance Education,Foreign Countries,Undergraduate Students,Teacher Education,Learning Strategies,Questionnaires,Program Effectiveness,Intervention,Open Universities

Open and Distance Learning (ODL) is considered an important strategy for increasing educational access. However, students learning in ODL environments face many challenges. Studies have indicated that students with self-regulated learning (SRL) skills are more likely to succeed in ODL environments. Studies have demonstrated that through instructional strategies, tutors can teach and help improve SRL skills. This development of SRL skills may lead to reduced drop-out rates. To examine the suitability of SRL skills development strategies, the researcher of this study utilised a KWL (What I Know, What I Want to Know, What I Learned) method in the ODL environment in Sri Lanka to help develop SRL skills in university students. This study adopted an action research approach, and twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka were the participants. Zimmerman &amp; Moylan's (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students' SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The study's findings indicated that the KWL method contributed to the improvement of self-regulated learning skills among student participants.
Foundation Level Workplace Training Programmes
Author: Alkema, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Literacy,Numeracy,Job Skills,Employment Qualifications,Employees,Program Effectiveness,Reading Skills,Writing Skills,Speech Skills,Listening Skills,Mathematics Skills,Technological Literacy,Racial Differences,Ethnicity,Employers,Workplace Learning,Well Being,Social Development,Economic Factors

This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees. In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). These skills are those that individuals need for learning, life, and work in the 21st Century.
Understanding Factors Linked to Adolescent Pregnancy: A Review of the Literature
Author: Modesto, Olivia Panganiban
Date: 2020-00-00
Type: Journal Articles
Subjects: Early Parenthood,Pregnancy,Adolescents,Mothers,Research Reports,Sexuality,Risk,Prevention,Predictor Variables,Social Influences,Environmental Influences,Intention,Adolescent Attitudes

The adolescent pregnancy rate in the United States is the highest among industrialized nations. It is important for professionals working with pregnant minors and adolescent mothers to understand the factors associated with adolescent pregnancy to avoid forming judgmental and negative attitudes towards this population. The purpose of this article is to outline the factors stated in the academic literature, that it may serve as a reference for professionals working with this population. The scientific literature underscores that multiple factors interact to influence adolescent sexual behavior, which may result to adolescent pregnancy. Understanding these factors with adolescent childbearing allows for a broader perspective and prevents simplistic thinking on a complex phenomenon.
Separate but Equal on College Campuses: A Case of &quot;&apos;Déjà Vu&apos; All over Again&quot;
Author: Von Bergen, C. W.
Date: 2020-06-00
Type: Journal Articles
Subjects: Higher Education,Universities,School Resegregation,Racial Segregation,Safety,Racial Bias,Racial Relations,Racial Integration,Trust (Psychology),Friendship,Racial Identification,Social Behavior,Desegregation Litigation,School Desegregation

At many U.S. universities, the tendency to self-segregate has become a familiar and accepted occurrence, evident in a wide array of college settings including housing and social gatherings, classes and training events, protests, and grievance sessions, and even separate commencement events. In many ways, this trend represents a return to the &quot;separate but equal&quot; doctrine ruled by the U.S. Supreme Court in &quot;Brown v. The Board of Education of Topeka&quot; (1954) as unconstitutional, which gave birth to the Civil Rights Movement and integration. This further resulted in numerous benefits related to cross-racial interaction and increased ethnic heterogeneity. Today, however, some college leaders endorse student petitions for &quot;safe spaces&quot; and separate, distinct programming based on various demographic characteristics and assert that such efforts enhance the college experience and create a greater sense of belonging for underrepresented student groups. Segregation appears to be re-emerging at many U.S. universities as an example of &quot;déjà vu&quot; all over again. In this paper, the authors argue that segregation of racial and ethnic groups on university and college campuses generally appear to exacerbate racial tensions and reinforce in-group and out-group interactions and biases. However, multicultural integration builds trust, reduces out-group biases, increases friendships across racial and ethnic lines, and advances racial reconciliation.
Flipped Classroom for an Active Learning
Author: Santos, Ana Isabel
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teaching Methods,Video Technology,Homework,Undergraduate Study,Educational Practices,Student Motivation,Active Learning,Student Centered Learning,Barriers,Teacher Role,Student Role

Classes, as a critical teaching-learning process in the school culture, remain, essentially and for the most part, without fundamental changes, following the sequence: presentation of the contents by the teacher, and implementation of these contents in a very theoretical way (highly based on the resolution of exercises, either through worksheets and manuals or through the preparation of written assignments, with or without their oral presentation). This position paper offers another teaching model that reverses this sequence, starting from the student's autonomous work and concluding in the materialisation of the knowledge and skills attained, always with the teacher's support -- the flipped teaching method. Through a collection and selection of articles on this topic, concurrently with the authors' experience in training in higher education, and also in the monitoring of students' pedagogical internships, the authors describe and analyse flipped teaching, as well as its limitations and challenges. The results of this analysis suggested that flipped teaching has a high potential in student learning regarding the development and attainment, by them, of specific and transversal competences necessary for the 21st century, in terms of their employability, entrepreneurship, innovation, literacy and contribution to sustainable development.
Disrupting Narrow Conceptions of Justice: Exploring and Expanding &apos;Bullying&apos; and &apos;Upstanding&apos; in a University Honors Course
Author: Farley, Jennifer
Date: 2020-11-00
Type: Journal Articles
Subjects: Bullying,Honors Curriculum,Social Justice,Social Structure,Student Attitudes,Victims,Power Structure,Heuristics,Course Descriptions,History,Teaching Methods,Personal Autonomy,Intervention,Behavior Patterns,Self Concept,Critical Thinking,College Students

The term 'upstanding' encompasses actions and behaviors grounded in one's defense of their own beliefs and others. While such broad application of the term has merit, from a critical education perspective it lacks direction. To efficaciously address injustice, upstanding action must go beyond one's beliefs. A directional application of upstanding behavior, or the notion of 'upstanding for justice,' frames upstanding as action to address chronic social victimization via systems of oppression. In this article, we describe the development of a new heuristic to support students' understanding of upstanding and detail the university honors course in which we used the heuristic to explore the phenomena of 'bullying' and historical injustice to expand ideas of 'upstanding'. Results indicate that students in the course broadened their conceptions of justice and the use of historical cases aided in their understanding of the interplay between individual agency and social structure in social justice efforts. [For the corresponding grantee submission, see ED605878.]
Criterion Validity of the Early Communication Indicator for Infants and Toddlers
Author: Greenwood, Charles R.
Date: 2020-09-00
Type: Journal Articles
Subjects: Progress Monitoring,Total Communication,Infants,Toddlers,Individualized Family Service Plans,Equal Education,Educational Legislation,Students with Disabilities,Federal Legislation,Decision Making,Communication Skills,Measures (Individuals),Language Skills

The Early Communication Indicator (ECI) is a progress monitoring measure designed to support intervention decisions of the home visitors and early educators who serve infants and toddlers. The present study sought to add to the criterion validity claims of the ECI in a large sample of children using measures of language and preliteracy not previously investigated. Early Head Start service providers administered and scored ECIs quarterly for infants and toddlers in their caseload as part of standard services. In addition, a battery of language and early literacy criterion tests were administered by researchers when children were 12, 24, 36, and 48 months of age. Analyses of this longitudinal data then examined concurrent and predictive correlational patterns. Results indicated that children grew in communicative proficiency with age, and weak to moderately strong patterns of relationship emerged that differed by ECI scale, age, and criterion measure. The strongest positive patterns of relationships were between Single Words and Multiple Words and the criterion at older ages. Gestures and Vocalizations established a pattern of negative relationships to the criterion measures. Implications for research and practice are discussed.
How Distance to School and Study Hours after School Influence Students&apos; Performance in Mathematics and English: A Comparative Analysis
Author: Baliyan, Som Pal
Date: 2020-00-00
Type: Journal Articles
Subjects: Study,School Location,Place of Residence,Mathematics Achievement,Reading Achievement,Secondary School Students,Foreign Countries,Travel,Academic Achievement,Student Transportation,Proximity,Developing Nations,Time Factors (Learning),Performance Factors

Mathematics and English are essential subjects of the education system globally, as they provide skills for everyday human life. Mathematics and English are core subjects in the senior secondary education program in Botswana. The performance of students in Botswana in mathematics and English over the years has been poor. Most students travel long distances to school and have to return home every day. The distance to school and the hours after school for studying may contribute to the poor performance of students in these subjects. This quantitative study determined the influence of the distance to school and after school study hours on the performance of senior secondary students in mathematics and English in Botswana. Data were collected through a survey of a random sample of 168 students learning mathematics and English in senior secondary schools in Botswana. Findings of analyses of variance indicated that study hours after school and the distance to school have a significant influence on the performance of students in mathematics, whereas no influence was determined on student performance in English. Further, Post Hoc analysis determined that the long travelling distance and low number of hours of after school study had a sizeable adverse influence on student performance in mathematics. To improve student performance in mathematics, it was recommended that stakeholders should ensure that students stay closer to school and had better, more reliable transport. The former can be achieved by increasing the amount of hostel accommodation in schools.
Participatory Management, Professional Development, and Teachers&apos; Job Performance in Public Secondary Schools in Ogun State, Nigeria
Author: Grace, Ajetunmobi Funmilayo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Participative Decision Making,Faculty Development,Teacher Effectiveness,Job Performance,Secondary School Teachers

This correlational survey study examined professional development, participatory management, and teachers' job performance in public secondary schools in Ogun State, Nigeria. The sample size comprised 504 participants selected through a multi-stage sampling technique from 12,745 teachers in 217 public secondary schools. The study was guided by two null hypotheses, tested at 0.05 level of significance. Two researcher-designed instruments namely. Participatory Management and Professional Development Questionnaire (PM/PDQ) and Teachers' Job Performance Scale (TJPS), were used to collect data. The Pearson Product-Moment Correlation statistical tool was used for data analysis. Results showed that teachers' job performance was significantly and positively related to both professional development and participatory management respectively. The study concluded that teachers' job performance could be enhanced through these two management intervention strategies. It was therefore, recommended among other things, that concerned authorities should improve on existing teachers' professional development programmes and encourage participatory management among the teachers.
Re-Writing Stories of Child, Early and Forced Marriages through Vocational and Entrepreneurship Skills: Experience from the &quot;Girls Inspire Project&quot; in Tanzania
Author: Mnubi, Godfrey Magoti
Date: 2020-00-00
Type: Journal Articles
Subjects: Marriage,At Risk Persons,Entrepreneurship,Program Effectiveness,Foreign Countries,Females,Victims,Childrens Rights,Empowerment,Early Parenthood,Skill Development,Open Education,Distance Education,Job Skills,Out of School Youth,Context Effect,Adolescents,Rural Population,Sex Fairness

This paper highlights experiences of young mothers, victims of child, early and forced marriages (CEFM) as pertaining to their basic rights, social wellbeing and sustainable livelihood four years after their participation in the Girls Inspire project. CEFM is still a critical issue in Tanzania and one of the obstacles toward girls' and women's empowerment. Data was collected from six districts in the regions of Dodoma, Rukwa and Lindi between 2016-2018 through the use of questionnaires for a random sample of 367 as well as in-depth interviews with 34 young mothers between 13 to 19 years old who were purposively selected. Other data was generated from the use of focus group discussions for a non-random sample of 137 young mothers. The findings show how the provision of alternative learning through ODL, coupled with skills development in areas of vocation and entrepreneurship can help vulnerable girls and young women be involved in shaping decisions that affect their lives as well as enhance their well-being, employability and sustainable livelihoods.
Agricultural Extension Agents&apos; Use of Learning-Based Extension Methods in Trinidad and Tobago
Author: Ramjattan, Jeet
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Extension Education,Extension Agents,Agricultural Occupations,Developing Nations,Educational Methods,Social Influences,Networks,Discovery Learning,Foreign Countries,Expertise,Teaching Experience,Educational Attainment,Employment Level,Individual Characteristics,Age Differences,Gender Differences

Agricultural extension agents are highly credited for their roles of providing advice to farmers and supporting their learning and decision-making to improve livelihoods. The use of appropriate methods to promote learning in developing countries, including Trinidad and Tobago, has often been highlighted as a development priority. Nevertheless, agricultural extension agents encounter difficulties in applying new competencies. Understanding and utilising appropriate methods based on farmers' learning needs is critical. This study sought to investigate extension agents' use of learning-based extension methods. A survey was conducted with 106 extension agents. Descriptive statistics and logistic regression analysis were used to analyse data. The findings show that male agents prefer Plant Clinics and Farmer Field School learning methods. Social influence and networking among organisations had a significant influence on the use of Discovery Based Learning methods. The positive influence of social pressure motivated the agents. The study recommends supporting facilitative conditions through a coordinated programme and to focus on farmers' learning as a critical consideration for improving the use and impact of learning-based methods.
The Implementation of Notesmaster as a Learning Platform for Secondary Education: A Case of the Namibian College of Open Learning (NAMCOL)
Author: Nitschke, Jan Jacobus
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Open Educational Resources,Access to Education,Distance Education,Educational Technology,Teaching Methods,Electronic Learning,Learning Readiness,Teacher Attitudes,Student Attitudes,Instructional Design,Attitudes,Program Effectiveness,Program Development

The Namibian College of Open Learning (NAMCOL) is a government-funded educational institution that provides study opportunities to adults and out-of-school youth. NAMCOL has adopted the Notesmaster platform as a learning portal for its secondary education programme. This study aims to share the NAMCOL experience, in using Notesmaster as a preferred platform for OER in open schooling, including experiences of the content developers, tutors and learners. Data was gathered from learners, tutors and content developers to assess their involvement and determine to what extent the platform has contributed to their success in teaching and learning. In documenting and sharing the successes and challenges experienced by NAMCOL, this paper could serve as a valuable resource to any Open Innovative School seeking to implement its own OER development programme and subsequent provision to learners and tutors.