ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Teaching Critical Thinking to Saudi Female University Students Using a Stand-Alone Course
Author: Al Ghamdi, Amani K. Hamdan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Females,College Students,Pretests Posttests,College Freshmen,Business Administration Education,Computer Science Education,Interior Design,Teaching Methods,Problem Solving,Persuasive Discourse,Information Sources,Prediction,Instructional Effectiveness

Teaching critical thinking, an educational goal widely discussed in the last 30 years (Halpern, 1993), is an essential element of professional and higher education as it promotes reasoned judgments under &quot;conditions of uncertainty,&quot; a hallmark of professionalism (Levine, 2010; Shulman, 2005; Perry, 1970). In this study, the researchers present the implications of teaching CT in a course format in a Saudi private university that is preparing female professionals for the workforce. The course is taught as part of the general education requirements in the freshman year of study. Female students in the fields of business, computer sciences, and interior design participated in a CT pre-test/post-test sequence given at strategic times throughout the semester. The data illustrate significant improvement in the area of argument identification and analysis, but moderate to low improvement in the other markers of critical thinking. The results not only reflect course instruction as well as other external factors. The study suggests and recommends that in order for students to be critical thinkers, critical thinking would ideally be embedded or integrated throughout the students' academic career, not just in one, stand-alone course.
Constraints to Senior Management's Capacity to Implement the Performance Management System in Senior Secondary Schools in Botswana
Author: Bulawa, Philip
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grounded Theory,Secondary Schools,Interviews,Principals,School Administration,Management Systems,Job Performance,Time Management,Qualitative Research,Administrator Attitudes

The performance management system in different forms has been in existence in many countries for some years. In 1999 Botswana like other countries decided to implement a performance management system (PMS) across the entire public service including schools. At its introduction, the government explained the purpose for which this reform was being implemented. Drawing on a grounded theory study about school management's perceptions of the implementation process in senior secondary schools in Botswana, school heads, deputy school heads and heads of houses in twenty-two of the twenty-seven schools were interviewed. The implementation process of the PMS in schools is primarily the responsibility of these management team members. This paper, part of a bigger study conducted to investigate perceptions about the implementation of the performance management system in senior secondary schools in Botswana, explores factors that may have caused senior management to be dissatisfied with their capacity to implement the PMS.
Preservice Teachers' Acceptance of Learning Management Software: An Application of the UTAUT2 Model
Author: Raman, Arumugam
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Learning Processes,Student Teacher Attitudes,Database Management Systems,Courseware,Regression (Statistics),Intention,Technology Uses in Education,Technology Integration,Attribution Theory,Predictor Variables,Undergraduate Students,Online Surveys,Goodness of Fit,Usability,Social Influences,Motivation,Performance Factors,Habit Formation,Correlation,Foreign Countries

&quot;Moodle&quot; also known as Learning Management System is freely available to educators. Universiti Utara Malaysia (UUM) encourages students and instructors to utilize the teaching and learning process. Moodle enables lecturer to create sequences and facilitate activities for their students, auto-marked online quizzes and exams, navigation tools, files download, grading, student progress tracking, online calendar, etc. This paper investigated the relationships between the constructs that may influence preservice teachers' acceptance of Learning Zone (Moodle) in their learning process and assessing the influence of variation on performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and the habit to the behavioral intention or intention of usage. The Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) is verified and found that the regression model revealed 29.5% of the variance in student's intentions with facilitating conditions and hedonic expectancy are considerable predictors of the behavioral intention. Based on this, recommendations for prospect research in the application of UTAUT2 are discussed.
Media Gangs of Social Resistance: Urban Adolescents Take Back Their Images and Their Streets through Media Production
Author: Charmaraman, Linda
Date: 2008-00-00
Type: Journal Articles
Subjects: Youth Programs,Urban Youth,After School Programs,Identification (Psychology),Minority Groups,Social Attitudes,Stereotypes,Mass Media Effects,Video Technology,Communities of Practice,Information Dissemination,Public Service,Social Justice,Consciousness Raising,Apprenticeships

This article describes &quot;Youthscapes,&quot; a year-round afterschool program in the San Francisco East Bay Area (CA) that offers urban youth the opportunity to use technology to reconstruct their identities in at least two ways: (1) by encouraging its apprentices to create media content that directly counteracted stereotypes about urban youth; and (2) by creating group cohesiveness within the apprentice program, which also facilitated meaningful interactions with members of various communities. The program encouraged its participants to create alternative &quot;families&quot; that provided them with a safe haven where they could explore their identity against the backdrop of adults' generally negative images. This empowered urban youth of color to engage actively in reclaiming the representations of their experiences, both in the adult-controlled landscape of their media worlds and on their streets.
Entrepreneurship Training Programme in Universities and Graduates' Productivity in South-South Nigeria
Author: Oleforo, Ngozika A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Productivity,Questionnaires,Graduate Surveys,College Graduates,Vocational Education,Multiple Regression Analysis,Relevance (Education),Experiential Learning,Hypothesis Testing,Likert Scales,College Programs,Program Effectiveness,Program Evaluation

Entrepreneurial training programme has to do with acquiring relevant skills in which an individual has to be sensitized, motivated and guided to achieve self-reliance and self employment. The paper examined the relevance of entrepreneurial training programme in the universities to graduates' productivity. Three null hypotheses were formulated. A sample size of 1200 graduates was randomly selected from the South-South Geo-Political Zone in Nigeria. The instrument used for the study was Entrepreneurial Training Programme in the Universities and Graduates Productivity Questionnaire (ETPUGPQ). The instrument was validated with the help of three experts in vocational education. The corrected version was subjected to the test of reliability using Cronbach Alpha, and the reliability co-efficient stood at 0.85 justifying the use of the instrument. The data obtained were analyzed using Multiple Linear Regression at 0.05 alpha levels. It was found that entrepreneurial training programme in the universities is significantly relevant to graduates' productivity. Therefore, it was concluded and recommended that the government and National University Commission (NUC) should make it compulsory for faculties offering professional courses to encourage students participation in practical works. Also it was recommended that Entrepreneurship Education curriculum should be developed to cater for the vast changing needs of the labour market.
Students' Perspectives on University Experiences; The Role of Protective Factors in Students' Lives
Author: Jdaitawi, Malek
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Experience,Universities,College Freshmen,Factor Analysis,Path Analysis,Predictor Variables,Structural Equation Models,Achievement Need,Performance Factors,Social Adjustment,Emotional Intelligence,Student Adjustment,Critical Thinking,Questionnaires,Behavior Rating Scales,Student Surveys,Hypothesis Testing,Regression (Statistics),Foreign Countries

This study examined the relationship between protective factors and students' university experiences among 289 first year university students. The study made use of exploratory and confirmatory factor analyses to reveal initial support for the research variables. In addition, path analysis was utilized to investigate the relationship among the variables. The moderating effects of the variables were tested simultaneously, through multi-group analysis of Structural Equation Modeling. The final part of the study discussed the empirical findings and their implications.
The Curtain Rises: How Community-Based Arts Contribute to Youth and Community Development
Author: Fuqua, Jennifer
Date: 2008-00-00
Type: Journal Articles
Subjects: After School Programs,Youth Programs,Community Programs,Art Education,Art Appreciation,Community Development,Sustainability

In any community you can find people--often a lot of people--who value the arts and support the idea of providing a place where young people can share in creating artistic products. Community-based arts programs support positive youth development in city neighborhoods and in smaller towns across America. Research has found connections between typical models of community-based arts programs and authentic learning, as described here using the author's observations as a teaching artist and program director. Highlighted is evidence that community-based arts programs are key to the futures of young people, particularly alienated youth who struggle to find a place in public school systems.
The Influence of the Trainer's Motivation and Cooperative Learning towards the Improvement of the Youth School Dropouts' Vocational Competences: &quot;A Case Study of Life Skills Training at the Center for Social Empowerment of Youths (&quot;Balai Pemberdayaan Sosial Bina Remaja&quot;) in the West Java Province&quot;
Author: Kaniati, Rina
Date: 2013-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Youth Opportunities,Youth Programs,Vocational Education,Competency Based Education,Dropout Programs,Motivation Techniques,Cooperative Learning,Teacher Influence,Schematic Studies,Trainees,Trainers,Achievement Need,Teacher Effectiveness,Statistical Analysis,Regression (Statistics),Correlation,Path Analysis,Questionnaires,Tests,Interviews,Observation,Hypothesis Testing,Predictor Variables,Foreign Countries,Teaching Methods

The fact that there are many children and youths dropping out of school in Indonesia cannot be denied. The number of dropouts in elementary schools, junior, and senior high schools, and combined with those abandoning school before finishing their higher education program each year remains high. To mitigate this situation, there has been an expansion of educational services and opportunities for every child and teenager. Those that drop out of school can still get educational services through out-of-school education programs or non-formal education. This study aims to provide an overview of the implementation of life skills training for youth school dropouts offered by the Centre for Social Empowerment of Youths in the West Java Province; to determine the impact of trainers' motivation, and cooperative learning toward the improvement of youth school dropout vocational competencies; and also to examine the relationships between cooperative learning and learners' vocational competencies, as well as to know the relationships between motivation and the trainees' vocational competencies.
Motivational Factors of Professional Engineers and Non-Professional Engineers in Applying for License as Professional Engineer: A Comparative Study
Author: Khamis, Nor Kamaliana
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Engineering,Technical Occupations,Qualifications,Certification,Compensation (Remuneration),Fees,Training Allowances,Licensing Examinations (Professions),Mentors,Surveys,Interviews

All engineering faculties in Malaysia are required to have at least three academics who have engineering competency for each program. Having an engineering competency means academics has obtained the compulsory endorsements from the Boards of Engineers, Malaysia, BEM. Upon approval, academics seeking such competency could carry the suffix Ir. to their names and are called Professional Engineers (PEs). In some developed countries, it is known as Chartered Engineer. Efforts in increasing the number of PEs should be taken seriously by all parties to meet these criteria. This paper presents the perceptions of academics about being a professional engineers and prospect applicants while preparing for PE certification. Academics mostly from the Faculty of Engineering and Built Environment (FEBE), Universiti Kebangsaan Malaysia (UKM) participated in the study. The surveys were grouped into two, namely, 1) academics who have PE qualifications and 2) academics who do not have PE qualifications. The respondent for this study are selected randomly. The response rate for the both group is around 30%. In the first survey, results show that PEs strongly acknowledge that this title improve quality of their careers as well as boosts their confidence among the society. These results also show that by being part of the registered professional body, PEs have bigger connections in the wider society, beyond academic field, and more interestingly receive more attentions and feel more respectful. In the second survey, responses in the first category indicate that lecturers have little intention to submit an application because the lack of department supports in term of remunerations and direct fee allowances. In the second category, lecturers blame procedures, but it is the eligibility in the third category that finally makes the cut; a large percentage of lecturers do not have an industrial attachment. Technically, they are ineligible to apply for the professional examination. This issue is also related to the unavailability of mentor at their work places. It is our views that departments should respond appropriately such as to award lecturers with remunerations or sponsor some of the fees. The department should also address the eligibility issue.
Teacher Turnover: A Conceptual Analysis
Author: Martinez-Garcia, Cynthia
Date: 2009-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Literature Reviews,Government Role,Federal Government,Federal Legislation,Public Education,Teacher Persistence,Teacher Characteristics,Professional Identity,Student Characteristics,Educational Change,Institutional Characteristics,Planning Commissions,Accountability,Teacher Qualifications,Teacher Education,Alternative Teacher Certification,Teacher Shortage,Mentors,Beginning Teacher Induction,Leadership,Demography,Educational Legislation

In this article we reviewed the available literature concerning teacher turnover. The seriousness of this issue was addressed as cause for concern is clearly present. Issues we examined in this conceptual analysis were the federal government's role in public education, the No Child Left Behind Act, teacher turnover, teacher retention, teacher teaching characteristics, and the twenty-first century profession. This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 6: &quot;An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal and cultural context.&quot;
Selecting a Superintendent in a Tight Market: How the Current Superintendent Can Help
Author: Kersten, Thomas
Date: 2009-00-00
Type: Journal Articles
Subjects: Superintendents,School Districts,Instructional Leadership,Personnel Selection,Labor Market

Selecting a new district leader is always a challenge for school board members. A poor decision can lead to difficulties for everyone associated with the school district including the newly appointed superintendent. By relying on the wisdom and experience of the current superintendent, boards of education enhance their chances of selecting the right leader for their district even in a tight candidate market. This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 3: &quot;An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.&quot;
Grouping of Students: A Conceptual Analysis--Part I and Part II
Author: LaPrairie, Kimberly
Date: 2009-00-00
Type: Journal Articles
Subjects: Grouping (Instructional Purposes),Group Dynamics,Student Leadership,Cooperative Learning,Cooperation,Definitions,Gender Differences,Racial Differences,Personality Traits,Leadership Styles,Leadership Qualities,Peer Groups,Participative Decision Making,Context Effect,Ethnic Groups,Ability Grouping

Three major topics related to grouping students (i.e., group-learning paradigms, learning group configuration, and student leadership in academic work groups) were reviewed. Given the confusion arising from the interchangeable use of terms associated with group learning, a detailed comparison of cooperative and collaborative group-learning paradigms was presented. Definitions, common attributes, and practices that vary among the approaches were examined. Grouping strategies (e.g., group size, gender, race) and personality profiles (i.e., Myers-Briggs Type Indicator®, Emergenetics®, and the STEP™Program) influencing group-learning composition were then investigated to determine best practices and research deficiencies. Next, student leadership in small academic work groups was organized under three subtopics: situational demands, leadership styles, and leader attributes. Each area was analyzed in view of the extant literature. Implications of this conceptual analysis are provided. [The PDF attached to this record contains Part I and Part II, along with the list of combined references.]
Continuous Assessment, Mock Results and Gender as Predictors of Academic Performance of Chemistry Students in WASSCE and NECO Examinations in Ekiti State
Author: Adewumi, Adesoji Francis
Date: 2013-00-00
Type: Journal Articles
Subjects: Gender Differences,Predictor Variables,Science Achievement,Chemistry,Secondary School Students,Secondary School Science,Foreign Countries,Multiple Regression Analysis,Surveys,Student Evaluation,Evaluation Methods,Educational Assessment,Correlation,Standardized Tests,Science Tests

Education is one of the fundamental and critical indices of development in a nation or an individual. The challenges post by our fast changing and dynamic world informed the need to constantly access the educational process so as to guarantee quality of educational assessment; several factors have been identified to be responsible for students' poor performance in chemistry at the secondary school level. One of these factors could be modes of assessment. This paper, therefore investigated Continuous Assessment, Mock results and gender as predictors of academic performance in WASSCE and NECO Examinations. The study adopted a survey research design of the ex-post facto type. The sample comprised 892 senior secondary school III drawn from the secondary schools in Ikere local government area of Ekiti state. Three research questions were answered in the study. Data were analysed using multiple regression statistic. The results showed that 41.3% of the total variance in chemistry students, performance in WASCE results is accounted for by mock results, continuous assessment and gender (adjusted R[superscript 2] = 0.413). And 0.7% of the total variance in chemistry students, performance in NECO examination results is accounted for by three factors (continuous assessment, mock results and gender) (R[superscript 2] = 0.007%).the three factors made significance relative contribution to chemistry students' academic performance in WASCE; continuous assessment (ß = 0.282, p = 0.05&lt;), mock results (ß = 0.396, p = &lt;0.05) and gender (ß = 0.078, p = &lt;0.05) while the contribution to performance in NECO examination is not significance. Mock result made the greatest contributions to chemistry students academics performance in NECO (ß = 0.070, p = 0.05) followed by continuous assessment (ß = 0.066, p = &lt;0.05) and gender (ß = 0.061, p = &lt;0.05). Gender has significant influence on chemistry students' academic performance in WASSCE (ß = 0.078, p &lt;0.05) while it has little or no influence on chemistry students' performance in NECO (ß = 0.061, p &lt;0.05). That is, the three variables could be used to predict chemistry students' academic performance. It is recommended among others that school authority should ensure that only students whose performance in continuous assessment and mock examination is encouraging are allowed to register for either WASSCE or NECO examinations. Also, both internal and external assessment should be done without gender bias.
A New Look at Instructional Leadership
Author: Gray, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Educational Legislation,Federal Legislation,Leadership Training,Administrator Education,College Programs,Principals,Leadership Role,Educational Change,Educational Practices,State Standards,Educational Administration

The No Child Left Behind Act of 2001 is the federal government's most recent effort to influence curriculum in America's classrooms. Its requirements for high-stakes testing and Adequate Yearly Progress have put pressure on teachers and administrators to improve student achievement. Principals whose administrative training was grounded in a managerial model are struggling to acquire the knowledge and skills they need to become instructional leaders. State boards of education are insisting that post-secondary administrative preparation programs teach school leaders how to help teachers to improve student achievement. Alabama's governor created a task force of educators, civic leaders, and business people to develop a shared vision of effective school leadership, which was published as a standards-based curriculum. Instructional Leadership faculty at the University of South Alabama spent two years designing what the state superintendent of education described as a national model for principal preparation programs. This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 1: &quot;An education leader promotes the success of every student by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by all stakeholders.&quot;