ethanporcaro/eric-fulltext-meta huggingface dataset:
Out-of-School Time STEM Program: Students&apos; Attitudes toward and Career Interests in Mathematics and Science
Author: Saw, Guan Kung
Date: 2019-06-00
Type: Journal Articles
Subjects: STEM Education,Student Attitudes,Vocational Interests,Middle School Students,Mathematics,Careers,Science Careers,Summer Programs,Nonschool Educational Programs,Grade 8,Student Participation

Internationally, out-of-school time (OST) science, technology, engineering, and mathematics (STEM) programs abound. However, rigorous evidence of their impacts on student outcomes is scarce. This study evaluated the relationships between OST STEM program participation and student motivational factors in math and science by analyzing survey and administrative data of 1.017 middle school students who participated in the seven-week, STEM-focused Prefreshman Engineering Program (PREP) in San Antonio, Texas, from 2015 to 2017. Multiple regression results indicated that the PREP participation was positively associated with students' attitudes toward math and interests in math-related careers, whereas the effects on students' attitudes toward science and career interests in science were negligible. No evidence was found to suggest that the associations between PREP participation and student motivational factors in math and science differed by gender, race/ethnicity, or socioeconomic status.
Internal Locus of Control, Social Support and Academic Procrastination among Students in Completing the Thesis
Author: Sari, Winda Liftiana
Date: 2019-06-00
Type: Journal Articles
Subjects: Locus of Control,Time Management,College Students,Theses,Social Support Groups,Foreign Countries

The basis of this study was to determine the relationship between internal locus of control and social support with students' academic procrastination in completing their thesis. This study is using correlational sampling technique and the research samples taken from quota sampling technique are 80 college students who are in the process of completing the thesis. The measuring instrument is the Academic Procrastination Scale in completing the thesis, Internal Locus of Control Scale and Social Support Scale. The regression analysis result that there is a very significant correlation between internal locus of control and social support with academic procrastination of the students in completing the thesis. Further analysis showed that there is a very significant negative correlation between internal locus of control with academic procrastination. This means that the lower level of internal locus of control, the higher level of academic procrastination in completing a thesis, and vice versa. Likewise, there is a very significant negative correlation between social support and academic procrastination in completing a thesis. This result means that the lower level of social support, the higher level of academic procrastination in completing a thesis, and vice versa.
Physics Education Students&apos; Science Process Skills
Author: Darmaji, Darmaji
Date: 2019-06-00
Type: Journal Articles
Subjects: Physics,Science Process Skills,Science Education,Foreign Countries,Preservice Teachers,Preservice Teacher Education

The purpose of this study was to determine the description of the process carried out in the physics education study program on the lens material. The process skills used in this study are the methods used, namely measurement, measurement and measurement processes which consist of table data, data, and training, conducting experiments. Total sampling technique was chosen to recruit 91 students to participate in the study. They are contracted in basic physics practicum courses. The results show that physics students have done their own lab work in the learning process that has been incorporated into the good category. The science process skills that are most mastered in concave movement practices are observations with a percentage of 51.65% and have an average of 82.76. Whereas for convex lens practices are skills and data that have good categories with a percentage of 81.32% and have an average of 73.67.
Contribution of the E-Portfolio to the Improvement of Students&apos; Performance: Results from a Pilot Survey in the Second Grade of Primary School in Greece
Author: Zafiropoulou, Basiliki
Date: 2019-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Academic Achievement,Pilot Projects,Grade 2,Elementary School Students,Foreign Countries,Student Improvement,Knowledge Level,Experimental Groups,Control Groups,Performance Based Assessment,Student Evaluation,Student Surveys,Technology Uses in Education

The purpose of this paper is to investigate the contribution of the electronic portfolio (e-portfolio) to improving students' performance and the sustainability of their knowledge. The method used is the experiment with an experimental and a control group, and a pair of pre and post measurements. The survey was carried out during the first trimester of the 2016-2017 school year and its duration was 30 teaching hours. The sample consisted of 40 pupils of the second grade of primary school in the city of Rhodes. The findings of the survey show that the students of the experimental group who used the e-portfolio scored higher in all assessments and managed to maintain the knowledge they achieved by scoring higher results in the second assessment of the material fifteen days later, compared to the students in the control group who used the traditional printed portfolio and scored lower in their performance ratings.
Non-Traditional Students in a Traditional College--A Feminist Perspective
Author: Alshebou, Suaad M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Conventional Instruction,College Students,Traditional Schools,Feminism,Foreign Countries,Higher Education,Adult Learning,Barriers,Adult Students,Adult Education,Females,Learning Experience,Student Motivation

This research explores who participates in higher education (HE) in general and in the College of Basic Education (CBE) in particular from adult female learners' groups. This entails identifying the specific characteristics of these groups and understanding their learning experiences and obstacles they need to overcome. The study begins with an overview of the changing HE system in Kuwait followed by a review of relevant literature. This involves constructing a theoretical framework based upon attributes of adult education and setting out the critical feminist perspective at the heart of this study. The research follows both quantitative and qualitative methodologies. Research data was collected from female adult learners at CBE by using questionnaire and focus groups to elicit rich qualitative data as well as quantitative representative data. The study concludes with a discussion of policy and practice implications and areas for future research on adult learning and HE reforms in general. Outcomes of this research provide valuable lessons for policymakers as well as recommendations which seek to nourish an environment based on genuine equality of opportunity for all and inspiration for future generations of Kuwaiti women.
Teaching Practices and Knowledge Base of English as a Foreign Language Teachers&apos; Communicative Language Teaching Implementation
Author: Jansem, Anchalee
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Instruction,Communicative Competence (Languages),Communication Skills,Language Teachers,Teacher Attitudes,Elementary Schools,Secondary Schools,Foreign Countries,Teaching Styles

This small scale study aimed at identifying (1) the characteristics of teaching practices in CLT classrooms, (2) teachers' opinions underlying such practices, (3) their positions while adopting CLT, and (4) a knowledge base used as a framework of CLT implementation. Eight Thai teachers who regarded themselves as CLT proponents voluntarily took part in this study. Data collected via classroom observations and post-teaching semi-structured interviews indicated that CLT involved four common features including promoting 'small talk' in the target language, beginning the lesson with the combination of lead-in and presentation strategies, positively reacting to students' linguistic errors, and emphasizing semi-communicative activities. The participants' opinions underlying CLT implementation centered on playing multiple roles including lesson designers, class managers, and English users with certain levels of English proficiency. Content, pedagogical content, and subject matter knowledge served as their major elements of the knowledge base for teaching when conducting CLT lessons.
An Examination of Differences between the Mean Indicator Ratings by Different Stakeholders in Distance Education Programme
Author: Adu-Gyamfi, Ernest
Date: 2019-00-00
Type: Journal Articles
Subjects: Differences,Stakeholders,Distance Education,Higher Education,Foreign Countries,Educational Quality,College Students,College Administration,Administrators,College Faculty,Case Studies

The continued rapid growth of distance education programmes in higher education has brought concerns regarding how stakeholers perceive quality in distance education. The study examined the differences between the mean indicator ratings by different stakeholders in a distance learning programme. The study adopted a case study research design to collect data from 320 students, 56 facilitators and 24 administrative staff selected randomly from the Institute of Distance Learning, Kwame Nkrumah University of Science and Technology in Ghana. The data collected through questionnaires were analysed using the statistical package for the social sciences (SPSS) software, version 20. Mean indicator rating analysis revealed that students' highest perception of quality was on support services and the lowest was academic integrity and institutional prestige. Whilst both facilitators and administrators rated support services as the highest, infrastructure scored the lowest. The results of the study therefore, revealed common benchmarks and quality indicator (support services) that all parties deem important in designing, implementing, and evaluating distance education programmes. Respondents noted the lack of appropriate tools and media; unavailability of reliable technology and technological plan; ineffective communication and co-ordination; and, time constraints as some of the quality challenges for distance education at the Institute. The study recommends monitoring and evaluation of service delivery for distance learning programmes to ensure fitness for purpose, value for money and customer satisfaction.
Early Childhood Development and Education: Theoretical Convergences and Divergences
Author: Londoño, Sandra Patricia Varela
Date: 2019-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Development,Early Childhood Teachers,Parents,Caregivers,Foreign Countries,Children,Parent Attitudes,Caregiver Attitudes

This article introduces a theoretical study about convergent and divergent aspects between the concepts of education and early childhood development. This, set up from a social and educational approach, based on a in-depth theoretical review. The beliefs of children's parents and caregivers are highlighted as a significant aspect on children's development; all, considering the practices used for educating them, promoting a holistic child development, or the contrary. These insights make it possible to understand the rationality and applicability of child development and education theories. Hence, we advocate in this manuscript for an interdisciplinary and holistic perspective to approach child development taking into consideration factors and conditions, as well as fusing conceptual frameworks from various disciplines such as psychology, sociology, and philosophy.
The Degree of Principals&apos; Practice of Leadership Skills from the Perspective of UNRWA School Teachers
Author: Ghanem, Bassam O.
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Leadership Qualities,Teacher Administrator Relationship,Teacher Attitudes,Leadership Training,Foreign Countries,Test Validity,Test Reliability

The goal of this study is to determine the degree of leadership skills practiced by principals at UNRWA schools. In order to achieve this goal a questionnaire consisting of 56 items was developed, which included two domains: Administrative and Technical skills, and personal and social skills. This questionnaire had been verified in terms of its validity and reliability. The study sample consisted of 400 male and female teachers, distributed according to gender into 185 male and 215 females from UNRWA schools. The main results of the study revealed that the mean score on the administrative and technical skills was 126.63 with a percentage of 77% and on the personal and social skills 77.3 with a percentage of 67%. However, the mean score of the total score was 203.93 with a percentage of 73% which means that the degree of principals' practice of leadership skills was in average. Also, the results showed that there were statistically significant differences between the mean scores of the sample on the administrative and technical skills due to gender variable in favor of females. The study ended with some recommendations relating to enhance the principal's skills in general and for male principals specifically.
Benefits, Difficulties and Conditions of Lesson Study Implementation in Basic Teacher Education: A Review
Author: Kanellopoulou, Eurydice-Maria D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Communities of Practice,Higher Education,College Faculty,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Faculty Development,Cooperative Learning,Teaching Skills,Mentors

The purpose of this study is to review the effectiveness of the implementation of the lesson study in higher education through the review of 28 empirical researches conducted both in Greece and the world over the past decade (2008-2018). In particular, the benefits, the difficulties and the conditions of effective implementation of the lesson study are examined. The lesson study is a method of improving teaching and learning for students and teachers. The results of the research revealed that the development of co-operation, reflection and professional development of preservice teachers are seen as important advantages due to the implementation of the lesson study. The preparation time, the tensions and the stress resulting from the monitoring of the teaching of their fellow students are mentioned as main difficulties, while participation and cooperation of preservice teachers and their support by trainers are seen as necessary conditions for its successful implementation. There is also a need for further research on the implementation of the lesson study in higher education, mainly in Greece, compared to the international field.
Do Graduates from Arts-Related Disciplines Have a Higher Impact on Unemployment than Graduates from the Science-Related Disciplines?
Author: Kakooza, Victoria
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Majors (Students),Art Education,Humanities,Social Sciences,Sciences,Unemployment,Employment Potential,Developing Nations

There have been several attempts in developing countries to reduce both graduate and overall unemployment; with the majority attempts centered on changes in the education sector. To better understand this avenue, this study intends to comparatively establish the impact of the two broad discipline categories of- Arts and science related disciplines- on the overall unemployment. The study employed the Vector autoregressive (VAR) model to analyse Uganda's data between 1991 and 2017. The findings of the study showed that the arts/humanities graduates have a slightly higher impact on unemployment than their counterparts from the science/technology disciplines in the short run in Uganda; with both groups of graduates having no significant effect on unemployment in the long run.
Does Cooperative Learning May Enhance the Use of Students&apos; Learning Strategies?
Author: Tran, Van Dat
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learning Strategies,Metacognition,Foreign Countries,College Students,Experimental Groups,Control Groups

The present study investigates the effects of cooperative learning on learning strategies of 72 second-year Vietnamese higher education students toward the Research Methods in Education course over a nine-week course. These students were divided into two matched groups of 36 to be taught by the same lecturer. In the control group, cooperative learning was used, while in the experimental group, lecture-based teaching was employed. Results showed that students who were instructed using lecture-based teaching had lower scores on the post-tests of resource management and cognitive - metacognitive strategies than did the students who were instructed using cooperative learning. Implications for educators and further research are suggested for a less competitive and more effective learning outcome.
Quality and University Governance in Indonesia
Author: Sayidah, Nur
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Governance,Department Heads,Administrators,Educational Quality,Teacher Qualifications,College Faculty,Deans,Educational Legislation

The purpose of this paper is to analyze the importance of quality in university governance in Indonesia. The researcher designed this study with an approach of qualitative research approach with Focus Group Discussion (FGD) method. Participants come from 25 universities throughout Indonesia. Participants are leaders of higher education ranging from the head of the study program to the rector. The result of the focus group discussion shows that the quality of higher education will decrease if there is the scarcity of qualified lecturers. Declining quality of higher education will affect the number of students. Finally, if the student decline happens continuously, then higher education can close. So quality is a top priority in university governance.
Teaching Number Tracing to At-Risk Dyscalculia Pupil: A Single Case Study in LINUS 2.0 Numeracy Remedial Class in Sandakan, Sabah
Author: Sai Hoe, Fu
Date: 2019-07-00
Type: Journal Articles
Subjects: Learning Disabilities,Mathematics Instruction,Mathematics Skills,Numbers,Teaching Methods,Elementary School Mathematics,Remedial Mathematics,At Risk Students,Numeracy,Foreign Countries,Active Learning,Elementary School Teachers

This study aims to administrate a qualitative single case study about the teaching of number tracing using a new idea which is known as &quot;Reconnecting Learning-Mediated number tracing&quot;. This teaching strategy is developed to teach number tracing and to support pupils at-risk of dyscalculia to master number tracing skills which are a prerequisite to learn number writing. This research blends the active learning theory and mediated learning to form a new teaching strategy. Data were collected from a primary school remedial mathematics Miss Z and a pupil at-risk of dyscalculia in Sandakan, Sabah through lesson observations for synthesizing the pupil's learning progression and conducted semi-structured interviews with the particular teacher. On top of that, analysis of documents such as reflective journals and electronic daily lesson plans (E-rph) was performed in order to gain a comprehensive picture of this teaching strategy. Findings reveal that this new teaching strategy was a structured and practical learning to scaffold the pupil who was at-risk of dyscalculia in particular to number tracing. At the end of this study, the pupil was able to rewrite the numbers correctly using LINUS 2.0 numeracy instrument.
The Impact of Science Fairs on Adults&apos; Scientific Perceptions &amp; Scientific Epistemological Beliefs
Author: Türkmen, Hakan
Date: 2019-07-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Science Fairs,Adults,Scientific Attitudes,Epistemology,Beliefs,Scientists,Foreign Countries,Measures (Individuals),Pretests Posttests,Informal Education,Adult Learning

Scientific epistemological beliefs reveal the philosophical understanding of the science subjects about the meaning, producing and sharing processes of scientific knowledge. It is important to use informal environments, museums, science centers, natural parks, aquariums, all kinds of natural area, during science teaching, because students interact with nature and natural phenomena by acting like scientists. Moreover, teachers can easily follow whether students use scientific processes and try to find solutions to problems by using these processes. One of the informal learning environments is Science Fairs which are public exhibitions where students expose their projects to visitors. Students develop their research skills, critical thinking skills and positive attitudes toward science during the science fair. The study was conducted to examine the changes in the scientific epistemological beliefs of adults participating in the 12 science fairs held on different days in the province of Bornova in Izmir and their views on the science fair as informal teaching environment. The sampling group consisted of 92 individuals (69 female, 23 male) selected from the people visited to science fair by random sampling method. The results were analyzed using quantitative and qualitative data collection tools. The research design is a single group pretest - posttest design. The Scientific Epistemological Beliefs Scale, consisting of 30 items of 5 Likert type, was applied to participants. Whether or not there was a statistically significant difference in the opinions before and after the Science Fair was analyzed with the SPSS package program. Then 2 people from each science fair selected randomly from 12 science fairs for interview. 4 adults changed their mind to interview. Twenty were interviewed with 4 questions that the researcher prepared and developed via 3 different expert opinions. The results were evaluated using descriptive analysis. According to the results, there was no statistically significant difference in the mean of pre-test and post-test scores of the participants. Participants have a strong positivist science perspective. There was no statistically significant change in scientific epistemological beliefs of the participants after the Science Fair. On the other hand, it has been seen that the changes in the conclusions of the postmodern science, such as the interchangeability of scientific knowledge and the subjectivity of science.