ethanporcaro/eric-fulltext-meta huggingface dataset:
Bullying among Secondary School Students in Malaysia: A Case Study
Author: Salleh, Norshidah Mohamad
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Secondary School Students,Case Studies,Interviews,Student Behavior,Personality Traits,Student Characteristics,Racial Bias,Aggression,Student Attitudes,Discipline,Income,Ethnic Groups,Peer Relationship,Antisocial Behavior

Bullying is an issue that is difficult to be eliminated in schools. Bully activity in school is a discipline problem and may interrupt the teaching and learning process. It often receives attention from parents who are concerned that such activity can develop into fights, which can lead to serious injury or even death. The study was conducted in one secondary school in Kuala Lumpur. The case study intends to gather in depth information about bullying factors in school. The school was chosen based on the information from teachers about the existence of a relatively serious case of bullying. From in depth interviews that was conducted towards 20 students, the researcher found that bullying factors included aspects of the students personalities such as ego, irritability, revenge, fun, the influence of others and elements of racism.
Factors Influencing Teachers' Level of Participation in Online Communities
Author: Khalid, Fariza
Date: 2014-00-00
Type: Journal Articles
Subjects: Communities of Practice,Performance Factors,Influences,Teacher Collaboration,Faculty Development,Computer Mediated Communication,Secondary School Teachers,Interviews,Web 2.0 Technologies,Social Networks,Teacher Behavior,Teacher Participation,Relevance (Education),Teacher Surveys,Teacher Attitudes,Educational Practices,Foreign Countries

The use of an online learning community is one possible approach to teachers' professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers' needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers' levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community.
Classroom Management: A Study on the Training Needs of Primary School Teachers
Author: El Warfali, Faida Imhemid Salem
Date: 2014-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Educational Needs,Elementary School Teachers,Inservice Teacher Education,Questionnaires,Interviews,Student Behavior,Behavior Modification,Time Management,Classroom Environment,Faculty Development,Teacher Attitudes,Needs Assessment,Foreign Countries

This study aimed to identify the training needs of the in-service primary school teachers in the city of Benghazi, Libya. Data collection involved the administration of a set of questionnaire to 420 teachers and interviews with ten of them. The study found that the most important training needs of the primary school teachers in terms of classroom management were: (i) training on how to improve students' behavior through the development of codes of conduct for the students at the beginning of the school year, (ii) training on efficient time management to achieve the objectives of the classroom session, and (iii) training on means of modifying the abnormal behavior of the students. Data from the interview revealed some of the methods used by the participants on addressing issues and challenges faced in handling the students. The study supports the importance of organizing classroom management training to in-service primary school teachers to help them manage the classroom effectively.
Family Counseling in Malaysia: Current Issues and Practices
Author: Noor, Norhayati Mohd.
Date: 2014-00-00
Type: Journal Articles
Subjects: Family Counseling,Foreign Countries,Counseling Techniques,Qualitative Research,Interviews,Observation,Documentation,Content Analysis,Counselors,Counselor Qualifications,Family Attitudes,Children,Family Relationship,Child Behavior,Behavior Problems,Parent Attitudes,Family Involvement

The study is carried out to explore the issues and practices in family counselling among the family counsellors at few counseling centres in Malaysia. Qualitative approach of single case embedded units was used for the study. Data collection was done using in-depth interview, observation and document analysis with 12 family counsellors. The data collected from these interviews, observation and document analysis then analysed using Nvivo 8. The analysis highlighted themes like children issue, family involvement, competency of the counsellors and the use of individual theories. The study also shows that the family counselling prefer to use and focus on the individual counselling and not the system. Therefore training for the counsellors who are practising family counselling should be improved by relevant parties. Family perception that child as the individual who is the root of the problem (inditied patient) in the family should be erased from our thoughts. Family awareness that family counselling intervention is vital in strengthening the family institution and it is a needed intervention in developing excellent generation of Malaysians as announced by relevant parties for family development in Malaysia.
Gross Motor Development of Malaysian Hearing Impaired Male Pre- and Early School Children
Author: Zawi, Khairi
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Preschool Education,Early Childhood Education,Hearing Impairments,Males,Psychomotor Skills,Motor Development,Age Differences,Child Development,Elementary School Students,Special Schools,Private Schools,Public Schools,Performance,Performance Based Assessment,Scores,Statistical Analysis

Acquisition of gross motor skill is a natural developmental process for children. This aspect of human development increases with one's chronological age, irrespective of any developmental conditions. The purpose of this study was to assess the level of gross motor skill development among pre- and early school-aged children with motor disability. A total of 315 hearing-impaired pre- and early school male children in peninsular Malaysia participated in this study. Gross motor development was determined via Ulrich's Test of Gross Motor Development. Overall findings revealed significant differences among pre- and early school gross motor development in terms of locomotors and object manipulation skills. However, significant difference was not observed when both the locomotor and object manipulation skill scores were analyzed based on the Gross Motor Development Quotient (GMDQ) index. Such result indicated that the differences observed for both locomotor and object manipulation skills among pre- and early school-aged children were age-related consequences. However, the absence of significant difference in terms of GMDQ revealed that the differences were not in accordance to improvements that should be observed with increased chronological age.
Depression, Anxiety, Stress, and Adjustments among Malaysian Gifted Learners: Implication towards School Counseling Provision
Author: Abu Bakar, Abu Yazid
Date: 2014-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Anxiety,Stress Variables,Student Adjustment,Academically Gifted,Foreign Countries,School Counseling,Correlation,Adolescents,Secondary School Students,Questionnaires,Psychological Patterns,Emotional Response,Social Development,Surveys

Gifted learners have special characteristics which make them unique individuals. However, just like their normative group, gifted learners experience some psychological issues that hinder their ability to adjust in new environments. This study aims to examine levels of depression, anxiety, stress, and adjustments (psychological, social and emotional) faced by Malaysian gifted learners in school. It also investigates the relationship between all these variables under study. A total of 112 students aged 16 years old were involved in the study. The study employs a cross-sectional survey design, and the data was collected using two sets of questionnaires namely, the Depression, Anxiety, and Stress Scales (DASS), and the Social Well-Being Questionnaire (SWBQ). Data shows that local gifted learners experienced some form of depression, anxiety and stress. It is also found that the participants have high levels of psychological, social and emotional adjustments. Strong positive correlations were found between depression with anxiety and stress, whereas negative correlation was found between depressions with all forms of adjustment. The findings of this research provided a fundamental basis to be used in the future development of counseling provision for gifted educational programs in local school context.
Headmasters' Transformational Leadership and Their Relationship with Teachers' Job Satisfaction and Teachers' Commitments
Author: Wahab, Jamalullail Abdul
Date: 2014-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Leadership Styles,Principals,Job Satisfaction,Elementary Schools,Influences,Motivation,Individual Needs,Intellectual Development,Teacher Administrator Relationship,Multivariate Analysis,Organizational Development,Work Ethic,Questionnaires,Statistical Analysis,Elementary School Teachers,Educational Practices,Correlation,Teacher Attitudes,Foreign Countries

This study aimed to determine the level of transformational leadership practices by headmasters in the primary national schools in the district of Temerloh, Malaysia. The four dimensions of Transformational Leadership studied were fostering the ideal influence, inspirational motivation, intellectual stimulating and individual consideration. The study also looks at the level of teachers' job satisfaction and teachers' commitments as well as the relationship with the practice of transformational leadership by headmasters. The respondents consisted of 240 teachers working in 10 primary schools in the district of Temerloh, Pahang. The data obtained was processed using SSPS program version 12.0 and were analyzed using descriptive and multivariate. The result of the study showed that the practice of transformational leadership by headmasters in the district of Temerloh, Malaysia, was at a high level and teacher's job satisfaction was high too, and there exist a significant relation between the level of transformation leadership and teachers' job satisfaction while teachers' commitments were average. However, the results of the study showed a significant relation between the level of transformational leadership and teachers work commitment. The implication of this study is that leaders should always ensure their high performance leadership to have a significant relationship with staff's satisfaction and school staff's commitment.
Mapping Their Road to University: First-Generation Students' Choice and Decision of University
Author: Kutty, Faridah Mydin
Date: 2014-00-00
Type: Journal Articles
Subjects: First Generation College Students,College Choice,Qualitative Research,Case Studies,Decision Making,Interviews,Performance Factors,Self Motivation,Family Influence,Socioeconomic Status,Institutional Characteristics,Context Effect,Social Networks,Undergraduate Students,Student Educational Objectives,Achievement Need,Occupational Aspiration,Individual Development,Social Environment,Learning Experience,Teacher Role,Peer Influence,Parent Aspiration,Foreign Countries

This paper describes a qualitative case study that investigated the aspirations and decision-making process of first-generation students concerning university education. The participants comprised of 16 first-generation students at a research university. Data were obtained through interviews and analyzed using thematic analysis method. The analyses centered on extracting meaning from factors behind students' university decisions. The student accounts highlight five factors in the process of negotiating their decision to enter the university: personal motivation i.e. individual perceptions of their intellectual ability to meet their expectation of entering university; family-based motivation particularly the parents' socio-economic status and involvement in students education; the role played by siblings and extended family; characteristics and context of the school attended; social networks as a medium where the information of university was transferred. The paper suggests that students' decisions on university education are contextualized as part of a web of complex interactions. Decisions about university education involved interaction between an individual's agency and strong influences of third parties which provide suggestions for the school and higher education institutions to consider the best medium by which they can help to increase students' awareness of university education.
Educational Reforms in Morocco: Evolution and Current Status
Author: Llorent-Bedmar, Vicente
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Educational Development,Educational Practices,Labor Needs,Elementary Secondary Education,Higher Education,Vocational Education,Islamic Culture,Barriers,Administrative Organization,Cultural Influences,Educational Improvement,Change Strategies

Since 1956, the year in Morocco achieved independence, until now, the school system has been the subject of many discussions and controversies in the most varied areas of the country. We provide data on the educational situation. We analyze the reforms from a critical perspective, ending with final proposals. He underlined that the sector was experiencing a number of difficulties and problems due in particular to the adoption of syllabuses and courses that do not meet the needs of the labour market. Managing human resources is a key component of effective management with significant influence on the overall performance of schools. With a highly centralized structure, is structured in a preschool, primary, school, secondary, vocational and higher education with a very different way called Original Teachings rooted in the principles and ideals of the Arab-Muslim civilization. The latter is structured in three main stages of education: basic, secondary and higher education. We concluded by acknowledging the efforts made in recent years in the Moroccan education sector, although there is still a considerable number of clearly important aspects of improvement.
Innovation in Intercultural Contexts: Construction of Meaning from Reference Cultures
Author: Miranda Ossandón, Jorge
Date: 2014-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Rural Schools,Teacher Attitudes,Elementary School Teachers,Foreign Countries,Educational Change,Educational Innovation,Qualitative Research,Cultural Context,Guidelines,Public Schools,Focus Groups

This investigation was carried out in an attempt to respond to the issue of identification of codes for constructing meaning that yield to innovation. Based on the discourse of rural primary school teachers of la Araucania Region, Chile, we sought to expose key elements and codes that allow teachers to construct and/or re-elaborate meaning that may lead to change and innovation in educational contexts. The investigation was conducted through a qualitative approach, and based on the teachers' discourse. The obtained data analysed focused on intersubjective shared meanings, which may be visualised through the teachers' representation of change and innovation. Specific attention was drawn upon the meaning construction for transformation in schools of la Araucania Region in rural contexts. The obtained results reveal little relation between innovative discourses and the cultural context of reference. In addition, there is strong evidence of reduction of the innovative process on defined guidelines on behalf of the public school system.
Acceptance and Transformation of English Educational Theory in Japan: On Student-Centered Education
Author: Kuwamura, Teresa
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Controlled Instruction,English (Second Language),Second Language Instruction,Misconceptions,Social Influences,Cultural Influences,Age Differences,Educational Theories,Humanistic Education,Cultural Differences

In Japan, various theories and methodologies of English education born in other countries have been practiced, but the result has left a lot to be desired. Still, each theory has its own sociocultural background. When theory goes beyond its culture and locality, it transforms by losing its originality and absorbing new elements from a different sociocultural background. The transformation sometimes happens due to other reasons such as misinterpretation, imprecise translation, etc. In Japan of today, technical terms of pedagogy, such as facilitator, empowerment, and contract, are popular in English education. Those terms were introduced by Carl Rogers, an American humanistic psychologist and educator who established an education theory, Student-Centered Education. Rogers' technical terms as well as his educational theory are often misunderstood or not taken from the full content in Japan. In this essay, I present some examples of common misunderstanding and misuse of Student-Centered Education in Japan caused by scholars' incomplete research, ignoring the difference of the subject such as student's age, impact from Learner-Centered Education, and sociocultural background difference between the U.S. and Japan. It is natural that theory transforms when it reaches to a different environment. If an imported educational theory does not work as expected, it is important to consider the fact that theory may been changed. One needs to examine the reasons why it has deviated from its original principle and adjust the theory when applying it to the student.
Brazil and USA Cross-Cultural Study of Sport as Motivational Factor in Education
Author: Müller, Antonio Jose
Date: 2014-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Cultural Differences,Athletics,Student Motivation,Developing Nations,Developed Nations,High School Students,Socioeconomic Influences,Qualitative Research,Ethnography,Interviews,Foreign Countries,Economically Disadvantaged,Public Schools,Private Schools,Student Surveys,Athletes,Comparative Analysis,Student Characteristics,Student Attitudes,Educational Environment,Teacher Competencies

In every country, school is considered an essential factor in the development of children, citizens, and the country as a whole. In developing countries such as Brazil, however, the number of school dropouts is very high. In developed countries such as the United States, there is an urgent need for pedagogical improvements. Participants were thirty-four high school students from four different schools, divided into low-income and high-income groups in both countries. The intention of this study is to demonstrate how sport can develop its role to contribute to the promotion of academic motivation under Freirean perspectives.
International Service Learning: Analytical Review of Published Research Literature
Author: Dixon, Brett
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Literature Reviews,International Education,Journal Articles,Intellectual Disciplines,Units of Study,Electronic Journals,Program Descriptions,Program Administration,Geographic Distribution,Geographic Location,Program Effectiveness,Higher Education

International service learning (ISL) is an emerging area of international education. This paper summarizes academic journal articles on ISL programs and organizes the relevant publications by academic disciplines, service learning project areas, and other topics. The basis for this review is relevant literature from full-text scholarly peer reviewed journals on 67 EBSCO Host databases published from 2000 to 2013 (no articles were found in this search before the year 2000). Of 96 returns, 41 publications were relevant for this review.
The Role of Pedagogical Variables in Intercultural Development: A Study of Faculty-Led Programs
Author: Spenader, Allison J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Role,College Faculty,Study Abroad,Cultural Awareness,Intervention,Mentors,Reflection,Models,Teacher Student Relationship,Program Descriptions,Foreign Countries,Experiential Learning,Pretests Posttests,Measures (Individuals),Undergraduate Students

Study abroad is often regarded as an important curricular component for supporting intercultural development among college students. While creating rich cross-cultural experiences for students is of primary concern, it remains unclear exactly which programmatic features of study abroad influence intercultural growth in a positive way. Consensus seems to be building around the importance of quality interventions within study abroad programs. What those interventions might look like may vary by context, and researchers are beginning to delve into the task of exploring the salient features of effective mentoring and guided reflection within sojourns. This paper examines multiple semester-long study abroad programs that utilize a faculty-led model as a means of providing effective pedagogical interventions to support intercultural learning outcomes. This research works to reveal the impact of certain contextual, personal, and pedagogical variables on intercultural development in study abroad.
Teacher Trainees' Strategies for Managing the Behaviours of Students with Special Needs
Author: Ali, Manisah Mohd.
Date: 2014-00-00
Type: Journal Articles
Subjects: Special Needs Students,Student Behavior,Behavior Problems,Trainees,Preservice Teachers,Preservice Teacher Education,Change Strategies,Student Teaching,Student Teacher Attitudes,Special Education,Questionnaires,Likert Scales,Incidence,Scores,Behavior Modification,Behavior Change,Student Surveys,Barriers,Classroom Environment,Classroom Techniques,Educational Practices

This study aimed to determine how a group of teacher trainees handled challenging behaviour by students during teaching practice. A total of 35 teacher trainees from the special education programme of a local university were chosen as respondents. A questionnaire based on a 5-point Likert-type scale was administered in this study. The data were analysed descriptively involving frequencies and percentages, mean scores and standard deviations. The results showed that the most frequent types of challenging behaviours shown by the students were joking and chatting with friends, as well as making noise, while the teacher was teaching. The most frequent action taken by the respondents to prevent the negative behaviours was to immediately reprimand the students and advise them. The respondents reported that the challenges they faced in managing behaviours in the classroom included limited time to manage behaviours, lack of skills and knowledge regarding behaviour management and heavy teaching workloads. The findings of this study imply that future teachers and teacher trainees should be exposed to knowledge and skills regarding behaviour management of students with special needs in real settings before they begin their teaching practice.