ethanporcaro/eric-fulltext-meta huggingface dataset:
Sciences Teacher Education Curriculum Re-Alignment: &quot;Science Education Lecturers&apos; Perspectives of Knowledge Integration at South African Universities&quot;
Author: Booi, Kwanele
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Education,Curriculum Design,Qualitative Research,Teacher Qualifications,Foreign Countries,Case Studies,Science Curriculum,Universities,Interviews,Guidelines,Teacher Attitudes,Pedagogical Content Knowledge,Interdisciplinary Approach

A qualitative case study was conducted at six purposively sampled universities; out of a population of approximately 23 universities. This sampling strategy was based on selecting some universities that became Universities of Technology during the process of merging Higher Education Institutions (HEIs) while other universities kept their identity; currently being referred to as Traditional Universities. In-depth interviews and analysis of curriculum documents were used as sources of data acquisition to address the aim and questions explored by this study explored; necessitated by the need to implement Minimum Requirements for Teaching Education Qualification (MRTEQ) policy guidelines. The sampled universities' identities were concealed and pseudonyms were assigned to participants for ethical reasons. Qualitative methods were applied for data analysis. Findings revealed that for some institutions' integration of sub-disciples of science curriculum led to contestations and debates resulting from different philosophical perceptions held by subject specialists in the curriculum design process. Knowledge integration continues to be a contested field in universities that typifies resistance to change. Some participants demonstrated a positive disposition towards knowledge integration models which they used in curriculum development. This study concludes that a collaborative and collegial deliberation among science education lecturers and experts in various knowledge domains could be a way to find common ground on issues highlighted in this study. Re-thinking and re-conceptualising knowledge organisation for science academic knowledge are appropriate to the needs of school curriculum and benefit science teachers with knowledge and competences for knowledge impartation, skills and values in the subject.
External Factors, Internal Factors and Self-Directed Learning Readiness
Author: Ramli, Nurjannah
Date: 2018-00-00
Type: Journal Articles
Subjects: Independent Study,Learning Readiness,Influences,Foreign Countries,Statistical Analysis,Medical Students,Student Surveys,Structural Equation Models,Least Squares Statistics,Regression (Statistics)

There are many factors which affect the level of self-directed learning readiness. This study aims to investigate the relationship between external factors, internal factors and self-directed learning readiness. This study was carried out by using a census method for fourth year students of medical program of Tadulako University. Data were analyzed quantitatively using analysis tool of Structural Equation Modeling (SEM) with Partial Least Square (PLS) approach. Latent variables in this study consist of internal factors, external factors and self-directed learning readiness. The results of this study showed that as much as 24% of the variation in internal factors and 55.8% of the variation in self-directed learning readiness is could be explained by variations in the model. The external factors affected significantly on internal factors and self-directed learning readiness. The external factors have a direct positive affect to internal factors, while the external factors have indirect effect on self-directed learning readiness through internal factors mediation variable.
Improving Learning in Rural Lower Primary School through Provision of Informal ECD: Lessons from an NGO Model in Uganda
Author: Ezati, Betty Akullu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Elementary Schools,Informal Education,Early Childhood Education,Nongovernmental Organizations,Longitudinal Studies,Literacy,Numeracy,Student Improvement,School Readiness,Academic Achievement,Elementary School Students,Mixed Methods Research,Student Attitudes,Structured Interviews,Focus Groups,Questionnaires

Despite the importance of early childhood education in improving academic achievements in subsequent years and also in social development, it remains out of reach for majority of children in developing countries. This leaves informal education as the main preparation children in rural areas receive before entry into primary schools. This paper focuses on contributions of informal early childhood education to pupils learning in lower primary schools. Data was drawn from a three-year longitudinal study of children who had benefitted from the informal early childhood education provided by a nongovernmental organization (LABE), in Uganda. Findings show that attendance of informal home based learning improves pupils' performance in literacy and numeracy by primary three. Children who attend the informal early childhood education performed better than those who start school direct from home. Informal early childhood education also increases children readiness for schools and helps them cope better with school. The paper recommends adaptation of the LABE model in rural areas with inadequate formal ECCE provisions. In addition, for improved supervision, linking HLC and primary schools is critical.
Multilingual Students in Greek Schools: Teachers&apos; Views and Teaching Practices
Author: Mitits, Lydia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Multilingualism,Teaching Methods,Questionnaires,Age Differences,Gender Differences,Intellectual Disciplines,Teaching Experience,Beliefs,Familiarity,Elementary School Teachers,Secondary School Teachers,Language Teachers,Likert Scales,Statistical Analysis

The purpose of the study was to investigate the views held by teachers in Thrace, Greece with respect to their multilingual students and the teaching practices. A questionnaire (De Angelis, 2011) was used to assess teachers' beliefs about the role of prior linguistic knowledge, the teacher, the school and the family in the education of multilingual learners, as well as about their teaching practices. The effect of variables (gender, age, subject taught, teaching experience, intercultural education, and contact with languages) on teachers' attitudes and beliefs were examined. 60 primary and secondary school teachers, who mainly taught languages but also other school subjects, participated. They worked in an area comprising a significant number of multilingual learners with a non-Greek L1 belonging to the minority or immigrant families. Overall results suggest that teachers tend to share similar views and that the tested variables significantly affected their responses on a number of questions.
Instructional Supervisory Practices of Headteachers and Teacher Motivation in Public Basic Schools in Anomabo Education Circuit
Author: Esia-Donkoh, Kweku
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Supervisory Methods,Principals,Teacher Motivation,Statistical Analysis,Questionnaires,Correlation,Teacher Administrator Relationship,Elementary School Teachers,Teacher Supervision

The study examined the supervisory practices of headteachers and how these supervisory practices relate with teacher motivation in public basic schools in the Anomabo Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. Quantitative approach of the cross-sectional survey design was adopted. Using purposive and stratified random sampling techniques, 69 respondents, made up of 15 headteachers and 54 teachers were used for the study. Two sets of questionnaire (one each for headteachers and teachers) were used to collect data. A test-re-test method was used and to establish the reliability of the instruments, and correlation coefficients of 8.45 and 8.72 were obtained for headteachers and teachers questionnaires respectively. The data obtained were analysed using mean, standard deviation, and Pearson Product Moment Correlation. The results indicated that headteachers in the Anomabo Education Circuit often used all the instructional supervisory practices outlined in the study and they performed above average. However, orientation of new teaching staff was the dominant supervisory practice among the headteachers while the least practiced was provision of in-service training for teachers. Generally, teachers in public basic schools in the Circuit were highly motivated, and there was a statistically significant positive but weak relationship between headteachers' supervisory practices and teacher motivation. The study concluded that pupils' performance had not been encouraging even though the teachers were adequately motivated. It was therefore recommended among others, that, the Mfantseman Municipal Directorate of Ghana Education Service should organize regular in-service training programmes for headteachers in public basic schools in the Anomabo Education Circuit to improve their skills to effectively balance and practice their instructional supervisory practices to enhance very high teacher motivation.
The Low Submission of Private Higher Education Institution Accreditation under Coordinator of Private Universities Region XII
Author: Tapilatu, Jeaneke
Date: 2018-00-00
Type: Journal Articles
Subjects: Private Colleges,Accreditation (Institutions),Foreign Countries,Qualitative Research,Interviews,Observation,College Administration,Quality Assurance,Educational Quality,Institutional Mission,Governance,College Students,College Graduates,Human Resources,College Curriculum,College Environment,Educational Finance,Educational Facilities,Information Systems,Research,Intercollegiate Cooperation

Government with Decision No. 12 of 2012 on higher education states that every university will be authorized to operate and issue a diploma after accreditation. Accreditation is the acknowledgment of the public or external parties to the college concerned and is also a form of assessment of the quality and feasibility of institutions conducted by independent organizations such as the National College Accreditation Committee (NHE-AC). Private higher education institutions under the coordination of Kopertis XII region, Maluku and North Maluku face challenges and difficulties to compete. In 2016, from 44 private universities under the coordination area of Kopertis XII only 7 of them have institutional accreditation status. This amount is considered very little compared to other Kopertis region's, therefore need further research to reveal the challenges faced by universities. The purpose of this research is to know the factors causing low accreditation submission among private universities under coordination of Kopertis region XII. The method used is qualitative descriptive approach. Data collection techniques are conducted through interviews and observation; Data were analyzed using Ishikawa or fishbone diagram. The results of this study indicate that of the 7 criteria given by BAN-PT, there are several factors causing the low delivery of accreditation by universities, namely: the vision and mission that has not been socialized and well understood by all parts of the academic community; Internal management within organizations that have not met standard operating procedures (SOPs); quality assurance agencies that have not been functioning properly; unqualified human resources, limited facilities and infrastructure; information systems are only partially available; curricula that are inconsistent with higher national education standards; interest of lecturers to conduct research and low dedication of education; and low number of publications.
Support Services in Social Studies Courses for Students with Hearing Loss
Author: Akay, Elif
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Studies,Hearing Impairments,Critical Thinking,Thinking Skills,Elementary School Students,Grade 4,Foreign Countries,Intervention,Problems,Learning Strategies,Observation,Interviews,Teaching Methods,Action Research

Social Studies courses aimed to promote the development of critical thinking skills in students. This study focused on the problems two students with hearing loss encountered while they are using three strategies: &quot;identifying and using reference sources&quot;, &quot;perception of chronology&quot; and &quot;critical reasoning&quot; strategies, which is required for the improvement of the critical skills. Action research method was used. A considerable data were collected through observations, interviews, documents, process products and the research diary. Findings showed that making the content of Social Studies concrete with activities and being a model to students while using strategies fostered the strategies students used. At the end of the study, it was observed that the activities that are supported with rich materials and activities accompanied by active participation contributed to the use of strategies with which at first students faced problems.
The Extent to Which Universities Have Embraced Technology in Service Delivery: A Comparative Study of NUST (Zimbabwe) and University of Venda (RSA)
Author: Khumalo, Njabulo Bruce
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Delivery Systems,Comparative Education,Universities,Content Analysis,Web Sites,Web 2.0 Technologies,Computer Software,Distance Education,Electronic Learning,Online Courses,Foreign Students,Student Recruitment,Ancillary School Services,Foreign Countries,Qualitative Research,Social Media

Information Communication Technologies have greatly impacted the education sector over the years leading to electronic service delivery. Universities all over the world are embracing Information Communication Technologies especially the internet, creating websites, making use of web 2.0 applications, that is, social networks and moving their services from manual based to electronic platforms. The study was comparative, looking extent to which the National University of Science and Technology (NUST) (Zimbabwe) and the University of Venda (RSA) have embraced ICTs in the conduct of business and how this has impacted on their service delivery. Universities have embraced ICTs in different levels, according to their capacity in terms of finances, human resources, institutional capacity and other variables. A combination of web content analysis and a comparative study of the web presence of the two universities was done which revealed that the universities are present on some web 2.0 applications though not fully exploiting all the functions. Websites for both universities were carefully analysed and the results showed that online service delivery was growing yet in need of full implementation and use. It is therefore recommended that these universities adopt online service delivery to enhance and develop lives of the university community.
Identifying Network Structure, Influencers and Social Mood in Digital Spheres: A Sentiment and Content Analysis of Down Syndrome Awareness
Author: Sani-Bozkurt, Sunagul
Date: 2018-00-00
Type: Journal Articles
Subjects: Content Analysis,Down Syndrome,Network Analysis,Social Networks,Web 2.0 Technologies,Computer Mediated Communication,Transcripts (Written Records),Discourse Analysis,Affective Behavior,Mixed Methods Research

Down syndrome is a sensitive subject and one that requires efforts being made to improve conditions for individuals with Down syndrome across multiple dimensions. Social awareness is one of the important dimensions for the inclusion of individuals with Down syndrome. Online spaces, as well as offline spaces, are an important part of our daily lives and these spaces provide numerous opportunities to create, increase and sustain awareness of Down syndrome. From this perspective, this study examines the awareness of Down syndrome in online spaces. With this objective in mind, the research examined 4168 conversations from 2430 individuals that were posted in a microblogging service on World Down Syndrome Day. The research findings indicate that the Down syndrome network is distributed in time and space with diverse backgrounds. Key influencers were those who were already associated with Down syndrome. Furthermore, the social mood for Down syndrome was found to be positive.
From Conceptual Frameworks to Mental Models for Astronomy: Students&apos; Perceptions
Author: Pundak, David
Date: 2017-12-00
Type: Journal Articles
Subjects: Astronomy,Science Instruction,Scientific Concepts,College Science,Concept Formation,Knowledge Level,Foreign Countries,Cognitive Structures,Visualization,Undergraduate Students,Schemata (Cognition),Questionnaires,Statistical Analysis

Considerable debate exists among discipline-based astronomy education researchers about how students change their perceptions in science and astronomy. The study questioned the development of astronomical models among students in institutions of higher education by examining how college students change their initial conceptual frameworks and construct mental models in astronomy. The study considers four areas of astronomical knowledge: &quot;sky observations,&quot; &quot;Earth and its orbit,&quot; &quot;solar system&quot; and &quot;stars&quot; by implementing a recently developed research tool--Conceptual Frameworks in Astronomy (CFA) (Pundak, 2016). The responses of 537 undergraduates from three Israeli colleges were classified into one of four mental models: pre-scientific, geocentric, heliocentric, stellar/scientific. The findings indicate significant differences among students adopting some combination of the four mental models. Most students adopted a combination of these models and used different conceptual frameworks for different astronomical phenomena. Students with a scientific engineering background tended to use the stellar/scientific model more often than Liberal Arts students. The stellar/scientific model is the most scientifically progressive of the four models tested and manages the most systematic astronomical conceptual frameworks. The study identified three variables: &quot;physical background,&quot; &quot;average academic grade&quot; and &quot;academic discipline&quot;--which contribute to the adoption of the stellar/scientific model.
Characteristics of Instructional Videos
Author: Beheshti, Mobina
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Material Evaluation,Video Technology,Audiovisual Aids,Audiovisual Instruction,Educational Practices,Relevance (Education),Performance Factors,Teaching Methods,Teaching Guides

Nowadays, video plays a significant role in education in terms of its integration into traditional classes, the principal delivery system of information in classes particularly in online courses as well as serving as a foundation of many blended classes. Hence, education is adopting a modern approach of instruction with the target of moving away from traditional instructional approach as Video Based Learning (VBL). VBL is a powerful approach used in education in order to enhance learning results as well as learners' satisfaction. The aim of this study is to explain advantages, disadvantages and design tips of instructional videos according to new trends in education. The paper would be useful for anyone interested in designing, preparing and implementing instructional videos.
Opinions of Secondary School Science and Mathematics Teachers on STEM Education
Author: Yildirim, Bekir
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Science,Secondary School Mathematics,Teacher Attitudes,STEM Education,Qualitative Research,Case Studies,Interviews,Semi Structured Interviews,Change Strategies,Attitude Change,Teacher Qualifications,Course Content,Relevance (Education),Performance Factors,Middle School Teachers,Foreign Countries

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, &quot;STEM Interview Form for Teachers&quot; consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.
The Interest Issues of Gifted Children
Author: Bildiren, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Academically Gifted,Talent,Student Attitudes,Student Needs,Qualitative Research,Statistical Analysis,Coding,Phenomenology,Semi Structured Interviews,Foreign Countries,Comparative Analysis

Gifted and talented children show differences in many respects compared to normal developing children. It is expected that these differences may also arise in daily life of all these children. In this research, it is aimed to investigate that whether the responses of three wishes questions of the gifted and talented and normal developing children differ or not. The sample of the study consisted of 54 gifted, 28 talented, and 46 normal developing children. Quantitative and qualitative research methods have been used together in the research. The main research question was as follows: &quot;What would you wish if you had three wishes&quot;. Received responses were coded and analyzed by chi-square test according to the response types of children with gifted, talented, and normal developing children. As a result of the research, it was determined that the answers given by the gifted, talented, and normal developing children to the three right wishes differed.
The Impact of Zero Tolerance Policy on Children with Disabilities
Author: Alnaim, Mariam
Date: 2018-00-00
Type: Journal Articles
Subjects: Zero Tolerance Policy,School Policy,Student Behavior,Behavior Problems,School Security,Expulsion,Suspension,Learning Disabilities,Emotional Problems,School Safety,Court Litigation,Special Education,Educational Legislation

The Zero Tolerance policy was intended to eliminate learners who are a danger to a learning institution (Henson, 2012). The development of this policy was to assist schools with better policing approaches of students conducts by employing tough disciplinary action and subsequently provide a safer learning environment. While the Zero Tolerance policy sought to reinforce security measures in schools, the students with emotional or learning disabilities and behavioral disorders were predisposed to expulsions and suspensions (Henson, 2012). The situation is facilitated by the all-encompassing nature of this policy as it fails to accommodate the fact that some of the behaviors demonstrated by students with disabilities are beyond their control. While some of these behaviors are considered to fall under the zero-tolerance policy guidelines, it subjects this group of learners several disciplinary actions that were not initially included in addressing their special needs.