ethanporcaro/eric-fulltext-meta huggingface dataset:
An Assessment of the Services Quality of Palestine Higher Education
Author: Koni, Aida
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Quality,Universities,Delivery Systems,Intention,Student Behavior,Student Attitudes,Participant Satisfaction,Educational Policy,Educational Assessment,Educational Indicators,Factor Analysis,Psychometrics,Demography,Student Educational Objectives,Statistical Analysis

The history of the Palestinian universities is relatively recent; however their impact on the Palestinians case and wellbeing is undeniable. Today, almost forty years later the Palestinian universities like many higher education institutions in the region and worldwide tussle to fulfil the students' demands on education while trying to maintain high quality and relevant education. In Palestine; studies of higher education sector seems to focus primarily on easily quantifiable indicators such as teacher vs. students ratios and gender participation, while the assessment of educational services quality have not yet been explored and the assessment of higher education from the students' stands point is yet to be enhanced. Meanwhile; the literature is rich with scholars who emphasize that &quot;service quality&quot; is the key to achieve customers' satisfaction and loyalty. The applicability of service quality concepts and assessment models is becoming more acceptable within the higher education arena. This research presents an assessment of the services quality at two universities in the West Bank; Palestine utilizing the SERVQUAL gaps model and instrument for measuring students' satisfaction and behavioural intentions. The study wishes to assist the Palestinian universities administrative boards and stakeholders to create informed decisions with regards to the effectiveness of their educational policies. The results suggest that the &quot;service quality&quot; in Palestine universities is slightly unsatisfactory to the students and needs further attention.
Weighting the Benefits of Part-Time Employment in College: Perspectives from Indigenous Undergraduates
Author: Wang, Chin-Fah
Date: 2013-00-00
Type: Journal Articles
Subjects: Part Time Employment,Student Employment,Undergraduate Students,Indigenous Populations,Questionnaires,Foreign Countries

Although many scholars assert that students' job involvement is beneficial, there is no consensus on the effect of part-time employment taken by term-time undergraduates. Since more and more indigenous students are participating in part-time employment, and most of them are involved in disadvantaged jobs-longer hours, heavier workload, and smaller salaries, it is getting more important than ever to investigate the effects of their part-time job experiences. This study is thus endeavored to identify the major benefits of part-time jobs performed by indigenous college students, to determine the relative weights of each benefit, and to decide the most beneficial type of part-time job for indigenous college students. A self-developed questionnaire was constructed specifically for this research, and AHP was adopted as the major tool to calculate the relative weights of each benefit. Based on the research results, we highly suggest universities should improve their career counseling platforms, building cooperative relationships with term-time job employers, and offer career related classes to help indigenous students gain most from their off-campus working experiences.
The Mentoring Experience of Nontraditional Students: A Case Study in Higher Education
Author: Langer, Arthur
Date: 2008-00-00
Type: Journal Articles
Subjects: Mentors,Nontraditional Students,Student Attitudes,College Faculty,Alumni,Educational History,Undergraduate Students,Specialists,Gender Differences,Ethnicity,Self Esteem,Majors (Students),Age,Student Characteristics,Teacher Student Relationship,Full Time Students,Part Time Students,Case Studies,Interviews,Surveys,Statistical Analysis

The purpose of this study was to select an institution that has mandated mentoring as part of its mission and to examine students' perceptions of the mentoring they received. The study selected Empire State College (ESC), a college that is part of the State of New York University system in the USA. ESC is an institution with a 36-year history of mentoring of nontraditional students. The current study represents a follow-up to a prior study that examined the faculty's definitions and theories of mentoring at the same institution. The results of the current study showed that there are significant differences in student alumni perceptions of and experience with mentoring at ESC across a spectrum of gender, race, field of study, and age.
Audiovisual Resources in Formal and Informal Learning: Spanish and Mexican Students' Attitudes
Author: Fombona, Javier
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Informal Education,Audiovisual Aids,Educational Resources,Multimedia Materials,Student Surveys,Learning Strategies,Educational Technology,Questionnaires,Likert Scales,Elementary Secondary Education,College Students,Time Factors (Learning),Time on Task,Mass Media Use,Mass Media Role,Academic Achievement

This research analyses the evolution in the effectiveness of media messages and aims to optimize the use of ICTs in educational settings. The cultural impact of television and multimedia resources is increasing as they move to the Internet with ever greater quality. The integration of visual narrative techniques with multimedia playback capabilities of the Internet is creating an innovative model of knowledge transfer that contrasts with some traditional school approaches. So, the introduction of audiovisual elements and multimedia resources in the classroom seems to be more effective than other &quot;traditional&quot; methodologies. In order to assess and test this initial hypothesis, this research relies on empirical data from a survey conducted among more than 400 students from Spanish and Mexican schools. Besides considering the relation between the time spent watching multimedia resources and students' academic performance, this paper analyses the possible benefits of learning strategies that include multimedia and audiovisual elements. Above all, we suggest that teachers should use educative methodologies that trigger emotional responses, in the same way as entertainment and multimedia resources do.
How Unstable Are &quot;School Effects&quot; Assessed by a Value-Added Technique?
Author: Gorad, Stephen
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Secondary Education,Educational Testing,Scores,Achievement Gains,Computation,Predictor Variables,Error of Measurement,Data,School Effectiveness,Ethics,Correlation

This paper re-considers the widespread use of value-added approaches to estimate school &quot;effects&quot;, and shows the results to be very unstable over time. The paper uses as an example the contextualised value-added scores of all secondary schools in England. The study asks how many schools with at least 99% of their pupils included in the VA calculations, and with data for all years, had VA measures that were clearly positive for five years. The answer is--none. Whatever it is that VA is measuring, if it is measuring anything at all, it is not a consistent characteristic of schools. To find no schools with five successive years of positive VA means that parents could not use it as a way of judging how well their primary age children would do at age 16 in their future secondary school. Contextualised value-added (CVA) is used here for the calculations because there is good data covering five years that allows judgement of its consistency as a purported school characteristic. However, what is true of CVA is almost certainly true of VA approaches more generally, whether for schools, colleges, departments or individual teachers, in England and everywhere else. Until their problems have been resolved by further development to handle missing and erroneous data, value-added models should not be used in practice. Commentators, policy-makers, educators and families need to be warned. If value-added scores are as meaningless as they appear to be, there is a serious ethical issue wherever they have been or continue to be used to reward and punish schools or make policy decisions.
Impact of Teachers' Motivational Indices on Science Students' Academic Performance in Nigerian Senior Secondary Schools
Author: Oredein, Afolakemi
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Science Achievement,Teacher Motivation,Teacher Influence,Science Teachers,Secondary School Teachers,Secondary School Science,Public Schools,Surveys,Multiple Regression Analysis,Correlation,Questionnaires,Predictor Variables

The impact of science teachers' motivation on science students' academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population of the study was all public Secondary Schools (science teachers and students) in Ekiti and Ondo States, Nigeria. A stratified random sampling was used to select a total of five hundred and ten (510) science teachers (male and female) from Ekiti and Ondo States from the selected schools for the study. And a total six thousand eight hundred (6,800) Science Students (male and female) from the selected schools was also considered in the study. In each of the school selected for the study, only teachers of Biology, Chemistry and Physics were involved in the sample and the students that registered and wrote Biology, Chemistry and Physics WAEC examination of May/June 2008 and 2009 in Ekiti and Ondo states of Nigeria. The data collected for the study were analyzed using descriptive analysis, Multiple Regression analysis and Pearson Product Moment Correlation. All the hypotheses were tested at 5 % level of significance. Among others, the study revealed that; there was significant relationship between regular payment of science teachers' allowance and academic performance of science students; there was significant relationship between regular teachers' participation in seminars/ workshops and academic performance of science students. Also, there exist statistical significant relationship between granting of study leave with pay to science teachers and academic performance of science students. As a result of the findings, it was recommended that the adequate science allowance should be regularly paid to the science teachers to enhance their excellent performance.
Logic Models: Evaluating Education Doctorates in Educational Administration
Author: Creighton, Theodore
Date: 2008-00-00
Type: Journal Articles
Subjects: Doctoral Degrees,Educational Administration,Models,Educational Quality,Program Evaluation,Program Effectiveness,Educational History,Administrator Education

The author suggests the Logic Model, used especially in the Health Science field, as a model for evaluating the quality of the educational doctorate (i.e., EdD). The manuscript highlights the newly developed EdD program at Virginia Tech.
Assessing Special Needs of Students with Hearing Impairment in Jordan and Its Relation to Some Variables
Author: El-Zraigat, Ibrahim A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hearing Impairments,Student Needs,Deafness,Special Schools,Test Construction,Test Validity,Test Reliability,Statistical Analysis,Severity (of Disability),Gender Differences,Age Differences,Elementary School Students,Secondary School Students,Communication Skills,Social Development,Emotional Development,Student Behavior,Academic Support Services,Cognitive Style,Scores,Speech Language Pathology,Audiology

The main purpose of the present study was to assess special needs for students with hearing impairment. The sample of the study consisted of 231 students enrolled at schools for deaf children in Jordan, 113 males and 118 females. A special needs scale was developed and used in assessing special needs for students. The reliability and validity of the scale were established. The investigator used the t-test and ANOVA to answer the research questions. The results indicated that the differences between all pairs of means for both male and female respondents were statistically non-significant. Also, findings showed that the hearing-impaired students who have 55-69 dB hearing loss were more affected by communication needs, audiological rehabilitation needs, and learning style needs than hearing-impaired students who have 90 dB hearing loss and beyond hearing loss. In addition to, findings revealed that the grade groups of 2-5 and 6-8 were more affected than grade group of 9-11 for the following dependent variables: communication needs, social and emotional needs, personal needs, behavioral needs, and academic needs. Also, the grade group of 6-8 was more affected than the grade groups of 2-5 and 9-11 with respect to the dependent variable of learning style needs. Differences between mean scores of students who used sign language and total communication were in favor of students who used total communication on the dimensions of communication needs, audiological rehabilitation needs, behavioral needs, and learning style needs. The study recommended on meeting the needs of students with hearing impairment throughout planned programs.
Reformers or Roadblocks: Educational Interest Groups and State Policy Formation
Author: Emerson, Joseph
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Change,State Policy,Educational Policy,Power Structure,Guidelines,Policy Formation,Activism,Interests,Organizations (Groups),Conflict,Lobbying,United States History,Primary Sources,Public Officials,Political Attitudes,Educational Objectives,Educational Legislation,Literature Reviews,Federal Legislation

Given the overt political nature of this topic, an additional theoretical postulate, the Triadic Theory of Power was also presented as another framework to conceptualize the external and internal forces which shape the formation of contemporary education policy. Predicated upon the scholarship of Nobel laureate James Q. Wilson, Andrew McFarland (1987) a British scholar and political scientist postulated that legislation and policy development emerged from a continuous conflict between divergent forces such as grassroots political activists, appointed cabinet members, elected legislative representatives, and lobbyists employed by special interest groups. The utilization of either of these theoretical assertions would be extremely beneficial in the event of a partisan shift in any given legislative chamber. This literature review provides the documentation that creating legislation reflective of the electorate's values is not an easy process for the nation's cadre of elected officials. With perseverance, these leaders must attempt to maintain state constitutional fiduciary obligations, while securing the revenues necessary for implementing partisan proclivities and constituent programs. Within this system of policy development, the influence of lobbyists representing various special interest groups has created an additional layer of representation in the state capitals.
A Simulation Experience in an Online Learning Environment That Meets Good Teaching Practices and a Low Threshold Application
Author: Albritton, Shelly
Date: 2008-00-00
Type: Journal Articles
Subjects: Online Courses,Simulated Environment,Learning Experience,Distance Education,Conventional Instruction,Instructional Design,Educational Strategies,Electronic Learning,Cooperative Learning,Role Playing,Web Based Instruction,Information Technology,Computer Mediated Communication

As demands for online courses continue to increase and educational institutions rise to meet the needs of students, it is imperative faculty members are guided by the Seven Principles (Chickering and Gamson, 1986; Erhmann, 2003) of effective teaching as they develop online courses. This includes the judicious selection of distance learning tools to support quality teaching and learning experiences in online settings. Simulations delivered in traditional face-to-face courses have provided instructors valuable teachable moments and students with authentic learning experiences. When simulations are well designed in an online course using appropriate distance learning tools, teaching strategies can be thoughtfully developed and successfully delivered that produce quality student learning experiences.
The Role of Leadership in Engaging Parents in United Arab Emirate Schools
Author: Al-Taneiji, Shaikah
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Responsibility,Administrator Role,Principals,Assistant Principals,Social Work,Caseworkers,Parent Participation,Parent School Relationship,Gender Differences,Employment Level,Questionnaires,Participative Decision Making,Surveys,Individual Characteristics,Statistical Analysis,Volunteers

The aim of this study is to explore the practices used by school leaders (principals, vice principals and social workers) to encourage parental involvement in UAE schools, and the differences in these practices based on their gender, school level and job position. A questionnaire was distributed to teachers in schools in Dubai, Sharjah, Fujairah and Al-Ain, and 377 responses were collected. The study revealed that school leaders in UAE schools often communicate with parents. Further, they frequently engage parents in school decisions related to students' activities and behavior. The results also show that school leaders involve parents in their children's education in different ways, and that these differences are linked to the gender, school level and job position of those leaders.
Countering the Pedagogy of Extremism: Reflective Narratives and Critiques of Problem-Based Learning
Author: Woo, Chris W. H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Based Learning,Guidelines,Criticism,Student Centered Curriculum,Learning Processes,Ethics,Educational Philosophy,Constructivism (Learning)

This paper is a critique against &quot;purist&quot; pedagogies found in the literature of student-centred learning. The article reproves extremism in education and questions the absolutism and teleological truths expounded in exclusive problem-based learning. The paper articulates the framework of a unifying pedagogical practice through Eve Kosofsky Sedgwick's conceptual use of &quot;beside&quot; and leverages upon translation theory to counter argue against a pedagogy of extremism. The teaching and learning narratives of the authors are invoked in critiquing student-centred learning approaches that attempt to minimize the authority of the teacher/educators and advocate unguided learning.
Household Decision-Making Process: It's Effect on School Dropout Behavior for Girls in the Secondary School Level in Bangladesh
Author: Shahidul, S. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Dropouts,Decision Making,Parents,Questionnaires,Participation,Regression (Statistics),Likert Scales,Secondary School Students,Gender Differences

This study aims to understand the parents' household decision-making process with respect to allowing girls to drop out of school, an area that has, thus far, been overlooked in the research regarding school dropouts. This paper has examined the household decision-making process between fathers and mothers and explores how their respective levels of participation affect on the educational outcome for girls. Data were collected in September 2010 from questionnaires administered to the parents of female students in the sub-district of Pirgonj in Bangladesh. The individual participation index (PI) of both the fathers and the mothers was estimated for four major household matters, and the bargaining level of fathers and mothers was measured by comparing the participation indices. Logistic regression was then conducted to examine how the participation levels of fathers and mothers predicted dropout outcomes for girls. The results show that mothers had less bargaining power than fathers in the decision-making process as the mean for the mother's participation index is found to be &quot;rarely&quot;, while the father's index is found to be &quot;very often&quot; when using a 5-point Likert-typescale. In the logistic regression model, the participation levels of fathers and mothers indicate diverse effects on dropout outcomes in which the father's participation positively predicts the dropout outcome for girls and the mother's participation negatively predicts the dropout outcome for girls.
Arizona School Funding and Adequacy of Funding
Author: Wiggall, Ric
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Finance,Questionnaires,Superintendents,Educational Resources,School District Wealth,Fiscal Capacity,School Surveys,Administrator Attitudes,State Aid,School Taxes,Educational Legislation,Economic Impact,State Programs,Program Effectiveness,Consolidated Schools,Efficiency,Educational Change,Change Strategies,Educational Administration,Funding Formulas,Elementary Schools,Secondary Schools

This brief provides a summary and analysis of a survey taken in the fall of 2005. The survey was conducted with a distribution of questionnaires to all of the district superintendents in the state of Arizona. Responses were received from 116 individuals out of a population of 227. These superintendents represented all three types of school districts: Unified (K-12); High School (9-12); and Elementary (K-8). Findings demonstrate the respondents were not significantly skewed by type of district and are representative of the population.
Developing a Methodology to Assess Children's Perceptions of the Tropical Environment
Author: Sorin, Reesa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Ecology,Young Children,Childhood Attitudes,Interdisciplinary Approach,Art Activities,Data Collection,Sustainability,Early Childhood Education,Teaching Methods,Research Methodology,Childrens Art,Freehand Drawing,Picture Books,Story Telling,Dramatic Play,Time Factors (Learning),Prior Learning,Self Expression,Action Research

Australia holds some of the most unique, diverse and vulnerable ecosystems in the world, ranging from marine, coral reefs, to the arid and semi-arid outback, to tropical rainforests. Young children's perceptions of, and attitudes to their environment carry with them into adulthood, determining their capacity to learn about and interact with their world. To sustain Australia's unique landscapes it is essential that these future adults have an informed knowledge of the role, value and function of the country's environment. To ensure that we are helping the youth of today understand the natural environment we must first determine their current perceptions of it. This research describes an Arts/Science nexus; while traditional data collection methods, such as surveys, interviews and focus groups are often used to determine children's understandings, these methods are limited by their reliance on words. Children, particularly young children, do not always have the words to describe what they see, think or feel. The Arts, however, can be used as tools to help children express their ideas and feelings. So our research question was: how can we use an arts-based methodology to determine children's perceptions of their environment? To answer this question, five arts-based strategies were trialled, tested and refined. This article elucidates these different strategies, including the methods used and the impact of these methods on children's expression of their environmental understandings. It concludes with a description of the researchers' key learnings relating to arts-based data collection methods to determine children's environmental perceptions.