ethanporcaro/eric-fulltext-meta huggingface dataset:
Adaptation of the Relationship and Motivation Scale to the Turkish Culture
Author: Dibek, Munevver Ilgun
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Relationship,Student Motivation,Factor Analysis,Teacher Student Relationship,College Students,Adolescents,Student Attitudes,Pilot Projects,Gender Differences,Females,Males,Adjustment (to Environment),Public Schools,Statistical Analysis,Grade 6,Grade 7,Grade 8,Grade 9

The purpose of the present study was twofold: first to adapt the Relationship and Motivation (REMO) scale addressing role of peers and teachers in students' motivations into Turkish culture, and second to determine whether there were any differences between girls and boys regarding the scores obtained from this scale. To achieve these aims, the present research was designed to be comprised of three consecutive studies. In Study 1, linguistic equivalence was established, and results of an Explanatory Factor Analysis (EFA) performed on data obtained from 202 students showed that structure of the original scale was supported. In Study 2, a Confirmatory Factor Analysis (CFA) was conducted using data obtained from 496 Turkish students, and the results confirmed the results of EFA. Additionally, the validity evidence was obtained by conducting another EFA with 528 students. Moreover, reliability coefficients were also found to be varying in an acceptable range. Including the same participants of Study 2 in Study 3, t-test results showed that girls had significantly higher mean scores on the subscales of peers and teachers as positive motivators, and teachers as negative motivators. On the other hand, boys had significantly higher mean scores on the scale of peers as negative motivators. Results of these studies suggest that Turkish version of REMO is conceptually equivalent to original REMO, and similarly reliable and valid. Therefore, the adapted scale can not only be used in cross-cultural comparison and but also for determining the differentiation in the relations of students with their peers and teachers.
Developing a Multi-Dimensional Evaluation Framework for Faculty Teaching and Service Performance
Author: Baker, Diane F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teacher Effectiveness,Standard Setting,Benchmarking,Evaluation Criteria,Faculty Evaluation,Test Construction,Program Development,Performance Based Assessment,Job Performance,Multidimensional Scaling,College Faculty

A task force was created in a small, AACSB-accredited business school to develop a more comprehensive set of standards for faculty performance. The task force relied heavily on faculty input to identify and describe key dimensions that capture effective teaching and service performance. The result is a multi-dimensional framework that will be used by faculty and administrators to communicate and assess performance expectations. The dimensions for evaluating teaching are 1) quality of instruction, 2) innovative practices, and 3) effort or time commitment. The service dimensions are 1) contribution &amp; leadership and 2) team player. The paper describes the steps taken to develop the framework and build faculty support for its use. The experiences of the task force and the process they used to develop the framework are relevant to those who are interested in revising and clarifying the faculty evaluation process. The final version of the framework is provided in the appendix.
Instrument Development for Examining Student Attrition
Author: McRoberts, Timothy J.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Student Attrition,Withdrawal (Education),Questionnaires,Likert Scales,Decision Making,Wellness,Paying for College,Student Experience,College Environment,Pilot Projects,Statistical Inference,Statistical Analysis,Foreign Countries,Test Construction

Instruments designed to track student changes in higher education are essential for monitoring program development in competitive higher education markets. As part of a developmental evaluation, a student questionnaire was developed and piloted to examine attrition rates in college programs. The purpose of the questionnaire was to explore factors influencing students' decisions to leave college programs prior to completing their studies. Three factors believed to influence students' decisions to withdraw from programs were related to wellness, finances, and the overall college experience. A survey consisting of 20 items was piloted with 30 individuals who imagined they made the decision to leave a college program. This pilot study provided an overview of the changing Canadian post-secondary enrolment landscape, instrument enhancement, and procedures for analysis followed by ideas for implementing the questionnaire.
Website Study: What Information Are Prospective Graduate Students Seeking?
Author: Lampley, James H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Web Sites,Information Seeking,Institutional Characteristics,Student Surveys,Content Analysis,Usability,Layout (Publications),Internet,Electronic Learning,Virtual Universities,Student Needs,Cohort Analysis,College Applicants,School Schedules,Improvement

The purpose of this website study was to get feedback from recently admitted students to discover if the site was meeting their needs and expectations for information regarding the program and processes. Websites are often the first contact a student has with a university and, especially for those seeking a degree online, could potentially leave students with more questions than answers. After a thorough examination of the current website, an open-ended survey was created and distributed through SurveyMonkey in an attempt to gather information regarding the content and usability of the current site. Because of the responses, changes were made to the content and layout of the website including links to provide easy access to the application, tuition information, and academic calendar. Included in this paper is background information on websites and the department, as well as the purpose, results, list of improvements, and future planned phases. As a result of this study it was anticipated that issues would be brought to light and would lead the department to make effective changes that would improve the experiences of online students that rely on internet based resources for their information.
Higher Education Administrators Roles in Fortification of Information Security Program
Author: Eyadat, Mohammad S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Administration,Administrator Role,Information Security,Information Systems,Information Management,Case Studies,Knowledge Level,Foreign Countries,Data Analysis,Interviews,Program Effectiveness

Information systems produce significant benefits to organizations. Therefore, organizations invest tremendous amount of money and time to obtain and manage information in order to maintain a high level of performance and to remain competitive. There are many factors that can impact the organizational information management and performance. One of the significant factors is to keep organizational environment secure. Information Security program is considered as one of the key factors for making organizational environment more secure and efficient. The aim of this research is twofold: first, to investigate the impact of higher education administrators' roles in strengthen the institutional information security system. Second, to explore the state and the importance of information security program in higher education. This research paper is based on theoretical of the existing information security strategic and approaches and a case study conducted at 59 institutes. The findings indicated the lack support and supervision of the top management for information security program. An alarming and troublesome high rate of unawareness of security with no education and training programs available in the surveyed institutes. The lack of adequate knowledge and security implementation among the majority of the communities of the surveyed institutes showed the need to activate the roles of the administrators to deploy a well-designed information security system.
My Pocket Technology: Introducing a Mobile Assisted Inquiry Learning Environment (MAILE) to Promote Inquiries among Secondary Students
Author: Leelamma, Sreelekha
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Active Learning,Inquiry,Handheld Devices,Telecommunications,Experimental Groups,Control Groups,Entomology,Diseases,Educational Technology,Technology Uses in Education,Foreign Countries,Secondary School Students,Cognitive Development,Quasiexperimental Design,Pretests Posttests

This paper introduces the Mobile Assisted Inquiry Learning Environment (MAILE), an Experimental Instructional Strategy (EIS) which employs an inquiry-based learning approach to guide secondary school students to learn environmental science in an engaging way supported by mobile phones. The students are situated in both the real world and the virtual world to extend their learning experiences. The effectiveness of this innovative approach is determined by comparing the learning effectiveness of an Experimental Group (EG) exposed to the experimental strategy and a Control Group (CG) taught the same content using the pedagogy prescribed by the state curriculum. The results show significant positive results in favor of the EG in multiple dimensions of cognitive learning prescribed by Bloom's Taxonomy: Knowledge, Comprehension and Application.
Instructional Supports for Students with Special Education Needs in French as a Second Language Education: A Review of Canadian Empirical Literature
Author: Mady, Callie
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Support Services,Special Education,Special Needs Students,French,Second Language Learning,Second Language Instruction,Immersion Programs,Inclusion,Foreign Countries,Journal Articles,Literature Reviews

With the view to responding to a call for information on instructional supports for students with special education needs (SSEN) in French as a second language (FSL) education, this article reviews the empirical literature from three Canadian contexts: core French, intensive French and French immersion. More specifically, we developed this literature review by conducting an electronic search for pertinent Canadian empirical studies and manually searching select Canadian journals from the last 15 years. Our findings revealed a variety of existing instructional supports to enhance the success of SSEN in FSL programs in general and strategies for identification and intervention in French immersion in particular.
Teacher Position in Spurring Value Based Education in Early Learning in Nairobi County, Kenya: Addressing Support of Values in School Environment
Author: Amollo, Odundo P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Values Education,Foreign Countries,Questionnaires,Values,Educational Environment,Public Schools,Preschool Education,Preschool Teachers,Preschool Children,Self Control,Ethics,Altruism,Trust (Psychology),Likert Scales,Moral Development,Child Behavior

Value Based Education (VBE) is an essential element that impacts moral, ethical, cultural, social and spiritual ideals necessary for holistic development of children. Providing an education on values at an early age ensures that children are directed by these ideologies throughout life. Research indicates that children who adopt values at an early age are confident, competent, independent, and exhibit harmonious social interactions throughout life time. Conversely, increase in juvenile delinquency, disrespect, drug abuse, school dropout, and conflicts in schools creates crisis in contemporary society. In such circumstances, VBE assumes a distinctive role to school deterioration process by strengthening morals and ethics within the society. The study explored influence of preschool teachers in spurring VBE among preschool children in Nairobi County focusing on; self control honesty, fairness, compassion and trust. A survey design was adopted with a target population of 36 public preschools. Purposeful sampling technique was then used to obtain data from 36 preschool teachers though use of a questionnaire. The study established that though teachers inculcate values to children both consciously and unconsciously, there is no planned value education program established on formal learning. The study recommends; regular training of teachers on use of VBE to deliberately foster intercultural understanding, social cohesion and inclusion, as well as need for value oriented programmes focusing on effective pedagogy.
Characteristics of a &quot; Teaching Institution&quot;: Administrative Objectives, Actions, Activities and Assessment
Author: O'Keefe, Robert D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,Administrative Principles,Administrative Policy,Organizational Objectives,College Programs,Instruction,Institutional Mission,Institutional Evaluation,Educational Practices

All institutions of higher learning offer courses. In that sense all institutions of higher learning can designate themselves as teaching institutions. In this article we point out that, while stated objectives may be similar or even identical, there are differences in the level of commitment to teaching that characterizes institutions of higher learning. We present an outline of actions and activities derived from those objectives that we believe distinguish the level of both human and financial resources that institutions of higher learning should commit to be recognized as a &quot;Teaching Institution&quot; as compared to a teaching institution. The actions and activities we discuss are drawn from the literature on teaching. Objectives and examples of required actions that proceed from the objectives and the activities that proceed from these actions are drawn from the authors' institution and exemplified by the authors' record of publication regarding objectives, actions, and activities.
The Relationship between Maternal Acceptance-Rejection Levels and Preschoolers' Social Competence and Emotion Regulation Skills
Author: Bayindir, Dilan
Date: 2017-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Preschool Children,Mothers,Parent Child Relationship,Foreign Countries,Child Rearing,Social Development,Rejection (Psychology),Aggression,Questionnaires,Affective Behavior,Emotional Response,Check Lists,Anxiety,Withdrawal (Psychology)

The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children's social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool in 2014-2015 academic year, in Istanbul and they were selected by random cluster sampling method. The &quot;Personal Information Form&quot;, the &quot;Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ)&quot;, the &quot;Social Competence and Behavior Evaluation-30 (SCBE-30)&quot; and the &quot;Emotion Regulation Checklist&quot; were used as data collection tools. As a result of the study, it has been found that there is a positive significant relationship between maternal acceptance level and children's &quot;Social Competence&quot; subscale of SCBE-30 and their emotional regulation skills. In addition to this result, it has been found that maternal acceptance level didn't differentiated according to age and gender of the child; however the average scores of PARQ's &quot;Warmth/Affection&quot; subscale have been differentiated in favor of the girls. It has been found that &quot;Social Competence&quot; and &quot;Anger-Aggression&quot; subscales of SCBE-30 were significantly differentiated according to gender; &quot;Anger-Aggression&quot; scores of the boys were higher than the girls, whereas &quot;Social Competence&quot; scores of the girls were higher than the boys. Moreover, it has been found that &quot;Lability-Negativity&quot; subscale scores of Emotion Regulation Checklist have been differentiated according to gender; girls showing less labile/negative emotional reactions. Finally, it has been found that child's social competence and emotional regulation skills increase as the age increases.
Developing Achievement Test: A Research for Assessment of 5th Grade Biology Subject
Author: Sener, Nilay
Date: 2017-00-00
Type: Journal Articles
Subjects: Achievement Tests,Grade 5,Science Instruction,Biology,Pilot Projects,Foreign Countries,Item Analysis,Reliability,Validity,Test Items,Multiple Choice Tests,Difficulty Level,Correlation,Secondary School Students,Secondary School Science,Statistical Analysis

The purpose of this study is to prepare a multiple-choice achievement test with high reliability and validity for the &quot;Let's Solve the Puzzle of Our Body&quot; unit. For this purpose, a multiple choice achievement test consisting of 46 items was applied to 178 fifth grade students in total. As a result of the test and material analysis performed during the test development process, difficulty, distinctiveness, and item-total correlation coefficients of the materials were calculated. For the validity study, a table of specifications was prepared and the Content Validity Index (CVI) was found to be 0.95 by taking an expert opinion. As a result of the analysis, 8 items were removed from the test and the KR-20 reliability coefficient of the final test consisting of 38 items was calculated as 0.87. As a result of the item analyses, while item difficulty indices were valued between 0.30 and 0.74, item distinctiveness indeces were valued between 0.31 and 0.71. The average difficulty of the test was calculated as moderate (0.56) and its distinctiveness was calculated as very good (0.49).
Basic Education in Ivory Coast: From Education for All to Compulsory Education, Challenges and Perspectives
Author: Oyeniran, Rassidy
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Compulsory Education,Educational Policy,Access to Education,Equal Education,Educational Change,Program Implementation,Qualitative Research,Content Analysis

Ivorian authorities, for years, are employing various strategies as part of reforms to ensure universal education in Ivory Coast (Cote d'Ivoire). In this regard, great efforts are done each year through public funding and partnership development support to face the challenge of Education for All whose term of the implementation was 2015. The objective of this paper is to investigate the various facets of Education for All in Ivory Coast and the implications of the implementation of compulsory education, which is the new challenge of Ivorian education system. How to bridge the gap of schooling? What measures would be effective to ensure 100% enrolment as multiple factors constitution obstacle to the achievement of the Millennium Development Goals (MDGs). Using qualitative methods based on relevant data from books, articles and others secondary sources from reports as well as other information from the World Wide Web, this study examined the current issues of Education for All in the post-crisis context. Although immense sacrifices have been done to Education for All, persistent factors unlikely still limit its implementation. The success of the compulsory education is possible whether the State invests more resources in Education and creates well conditions for access to education in all areas of the country, paying more attention to marginalized groups such as children with disadvantaged social backgrounds and girls. In conclusion part of this study possible solutions and recommendations that can overcome the persistent issues of Education for All are provided for higher educational policy prospects.
Social Skills Training: Evaluating its Effectiveness for Students with Learning Disabilities, Emotional, and Behavioral Disorders
Author: Campbell, Gregory
Date: 2008-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Behavior Disorders,Interpersonal Competence,Response to Intervention,Emotional Disturbances,At Risk Students,Antisocial Behavior,Behavior Problems,Children

The purpose of this review is to describe important criteria used to evaluate the effectiveness of Social Skills Training Programs. The analysis defines social skills, discusses causes and effects of social skill deficits, and examines the research establishing criteria described by teachers, administrators, and students. The paper concludes with how these variables interact to affect the students' response to intervention programs.
Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan
Author: Jacob, Brian
Date: 2017-06-00
Type: Journal Articles
Subjects: Expectation,College Preparation,High School Graduates,Graduation Requirements,Outcomes of Education,Achievement Gains,Program Effectiveness,Accountability,State Standards,Student Records,Student Characteristics,Institutional Characteristics,School Statistics,Advanced Placement,Graduation Rate,Longitudinal Studies

This article examines the impacts of the Michigan Merit Curriculum (MMC), a statewide college-preparatory curriculum that applies to the high school graduating class of 2011 and later. Our analyses suggest that the higher expectations embodied in the MMC had slight impact on student outcomes. Looking at student performance in the ACT, the only clear evidence of a change in academic performance comes in science. Our best estimates indicate that ACT science scores improved by 0.2 points (or roughly 0.04 SD) as a result of the MMC. Our estimates for high school completion are sensitive to the choice of specification, though some evidence suggests that the MMC reduced graduation for the least prepared students.
Inclusive Education
Author: Lambert, Lukischa
Date: 2008-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Regular and Special Education Relationship,Mainstreaming,Teacher Role,Interaction,Interpersonal Relationship

The placement and education of students with disabilities in the general education classroom has generated a challenge and varied opinions for educators, families, and service providers. It is likely that with recent litigation and legislation which supports inclusion and increasing pressure from advocates of inclusion, the trend towards including students with disabilities in the general education classroom will continue. Classroom teachers' and administrators' perceptions along with students' self-perceptions must be considered as these may have a great impact on the inclusion of students with disabilities in general education settings. The purpose of this paper is to address concerns and give helpful strategies for inclusive education.
Reclassification Variation: How Policy Implementation Guides the Process of Exiting Students from English Learner Status
Author: Mavrogordato, Madeline
Date: 2017-06-00
Type: Journal Articles
Subjects: Educational Policy,Classification,Policy Analysis,Program Implementation,Fidelity,Mixed Methods Research,Language Proficiency,Student Records,Interviews,Observation,State Surveys,Political Influences,Evidence,Educational Practices,Administrative Principles

As state and federal policymakers continue to adopt more centralized policies, it is increasingly important to understand how policies, particularly those designed to enhance education for underserved students, are implemented locally. We employ a mixed-methods sequential explanatory design to investigate the implementation of one policy, that which guides the process of reclassifying English learners (ELs) as English proficient in Texas. First, we use event history analysis to determine whether the likelihood of being reclassified differs across the state for similar ELs. Second, we utilize interview and observation data from eight schools to unpack how practitioners implement reclassification policy. We find differences in the hazard rate of reclassification across the state, which is linked to practitioners' understanding of the policy.