ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Sand Harvesting on Environment and Educational Outcomes in Public Primary Schools in Kathiani Sub-County, Machakos County, Kenya
Author: Nthambi, Mutiso Veronicah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,Natural Resources,Public Schools,Questionnaires,Interviews,Environment,Ecology,Soil Science,Enrollment Rate,Academic Persistence,Environmental Influences,Mining,Surveys,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Water

The purpose of this study was to examine the effects of sand harvesting on environment and educational outcomes in public primary schools in Kathiani Sub-County, Machakos County, Kenya. This study was premised on treadmill theory of production proposed by Schnaiberg (1980). The study adopted a survey design. Combinations of purposive and stratified random sampling was utilized in selecting 10 headteachers, 10 class teachers, 80 pupils, 2 local administration officer and 2 education officer yielding a sample size of 104 to participate in the study. Data collection instruments were questionnaires and interview guides. The findings of the study were that sand harvesting had a profound negative impact on the environment ranging from destruction of water sources to soil erosion, and destruction of the infrastructure. Public primary schools in Kathiani District were also recording declining education standards in terms of low enrolment retention rates resulting in low academic outcomes in schools in the study locale. It was recommended that the devolved County Government of Machakos County and other stakeholder should regulate sand harvesting activities in order to minimise negative impact on the environment, educational outcomes and overall internal efficiency of schools in areas where the activities are conducted.
Contribution of Complementary Elementary Education towards Transition of Nomadic Pupils from Non-Formal to Middle School Education in Habero Sub-Zone, Eritrea
Author: Tekle, Tesfu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Middle Schools,Access to Education,Migrant Education,Mixed Methods Research,Questionnaires,Student Characteristics,Teacher Characteristics,Transitional Programs,Coding,Enrollment Trends,Proximity,Social Influences,Marriage,Socioeconomic Influences,Early Adolescents,Preadolescents,Surveys,Siblings,Student Attitudes,Parent Attitudes,Parent Role,Gender Differences,Barriers,Semi Structured Interviews

Background: Education in Eritrea is a fundamental right of every person. Therefore, ensuring equal and equitable educational opportunities for every citizen is essential for upward mobility. However, enrolment in areas inhabited by the nomadic groups is far less from the national average. To boost enrolment among the nomads and to meet the Millennium Development Goals (MDGs) the government of Eritrea along with donor partners in 2007 introduced non-formal Complementary Elementary Education (CEE) targeted at out-of-school children aged 9-14 years. Nevertheless, no study was conducted since the program has started whether the children are mainstreamed to formal middle school primary education. Objective: The study was aimed to assess the enrollment and transition rate of CEE, examine challenges of transition and to identify possible alternatives to facilitate transition of pupils to formal middle school education in Habero Sub-Zone. Materials and methods: Mixed method design along with the use of both qualitative and quantitative approaches was employed. Semi-structured questionnaire was used to collect information on socio-demographic characteristics of pupils and CEE teachers, challenges and alternatives of transition to middle school. Moreover, key informant interview was carried out from the middle school director and sub-zone education officer. The sample size included were 150 pupils, 18 teachers, 1 middle school director and 1 sub-zone education officer. The data was analyzed using frequencies and percentages. Qualitative data were transcribed and coded and then analyzed thematically. Results: The study findings indicate that the transition rate of pupils from the CEE centers to formal middle school education was high (83%). However, the enrollment of pupils transited from CEE centers in the available middle schools of the sub-zone was low (35%). Conclusion: The low enrollment in middle school was contributed by distance of middle school, early marriage and economic status of the community. Finally, based on these findings, it is recommended that CEE centers at the very distance should develop to formal middle school. Establishment of at least one boarding school in Habero sub-zone to accommodate the most disadvantaged nomadic children would ease economic burden of the pupils. Further, government authorities, national unions and religious bodies should play important role in sensitizing the community about benefits of education.
The Development of Learning Devices Based Guided Discovery Model to Improve Understanding Concept and Critical Thinking Mathematically Ability of Students at Islamic Junior High School of Medan
Author: Yuliani, Kiki
Date: 2015-00-00
Type: Journal Articles
Subjects: Concept Formation,Critical Thinking,Thinking Skills,Mathematics Skills,Junior High School Students,Islamic Culture,Mathematical Concepts,Private Schools,Discovery Learning,Models,Grade 8,Guides,Lesson Plans,Worksheets,Questionnaires,Observation,Mastery Learning,Cognitive Ability,Teaching Methods,Problem Solving,Computation,Instructional Effectiveness,Foreign Countries

The purpose of this research was to: 1) development of learning devices based guided discovery model in improving of understanding concept and critical thinking mathematically ability of students at Islamic Junior High School; 2) describe improvement understanding concept and critical thinking mathematically ability of students at MTs by using learning devices based guided discovery model; 3) describe students' responses toward learning devices based guided discovery model in improving of understanding concept and critical thinking mathematically ability of students at MTs; and 4) describe the settlement process of the student's answers in solving problems of understanding concepts and critical thinking mathematically ability of students. This research was a research development, it was conducted in two stages, the first stage is the development of learning devices based guided discovery with the reference Four-D model, and the second stage is to try-out of learning package. The populations of this research were all of the students at Private MTs of Medan and the sample chosen is purposive sampling which were in eighth grade A of Private MTs IRA and eighth grade A of MTs Lab. IKIP Al- Washliyah. From the results of trials I and trials II obtained: 1) learning devices that meet the criteria of effectiveness, effectiveness in terms of a) students mastery learning in the classically; b) achievement of learning purpose; and c) learning time; 2) learning devices based guided discovery model is able to improve the understanding concept and critical thinking mathematically ability of students; 3) Students' responses to components of learning devices and learning activities were positive 4) the settlement process of the students' answers to problems solving about the understanding concept and critical thinking mathematically ability of students with guided discovery model more varied and better. Furthermore, it was suggested that teachers can use guided discovery learning model by presenting problems related to daily life as an alternative student learning.
ESP Practitioner Professionalization through Apprenticeship of Practice: The Case of Two Iranian ESP Practitioners
Author: Ghanbari, Batoul
Date: 2012-02-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,Second Language Learning,Second Language Instruction,Language Teachers,Apprenticeships,Teacher Attitudes,Fuels,Guidelines,Teacher Education Programs,Universities,Technology Education,College Faculty,Semi Structured Interviews

English for specific purposes (ESP), the popular catchphrase of presently English language teaching programs, has been investigated from different perspectives. However, there have been occasional forays in to the role of ESP practitioner as one of the most distinctive features in the literature. In addition to fulfilling the usual role of a language teacher, ESP practitioner may be required to deal with administrative, personnel, cross-cultural, interdisciplinary, curricular, and pedagogical issues that may be unfamiliar to general English teachers (Hutchinson &amp; Waters 1990; Koh 1988; Robinson 1991; Waters 1994). Consequently, those practitioners who have passed the thorny way of professionalization would be great assets for the teachers who are new to the ESP programs. Moreover, lack of an independent disciplinary status for ESP worsens the issue. Drawing on the interview data and observational evidence, present study investigates the route of professionalization of two Iranian ESP teachers in the particular context of Petroleum University of Technology (PUT) in Ahwaz. What they say are critically analyzed in the context and emerging guidelines are categorized accordingly. It is hoped that findings grounded minimally in this particular ESP context will act as broad guidelines that bestow a more academic image to the general English teacher-ESP teacher change in the present &quot;no man land&quot; of Iranian ESP teaching programs.
Self-Esteem and Academic Success as Influenced by Reading Strategies
Author: Zarei, Eghbal
Date: 2012-02-00
Type: Journal Articles
Subjects: Self Esteem,Academic Achievement,Metacognition,Statistical Analysis,Scores,Pretests Posttests,Questionnaires,Student Attitudes,Reading Strategies,Correlation,Case Studies,Control Groups,Females,Learning Strategies,Secondary School Students,Foreign Countries,Likert Scales

This study aimed at determining the effect of instruction in cognitive and metacognitive strategies on the students' educational self-esteem and academic performance. 87 students were selected through random sampling. The two first groups were consciously taught about cognitive and metacognitive strategies. All the classes were taught by the same teacher. Pourmoghaddasian's self-esteem questionnaire (1994) was used to collect the data. The results indicated that there were significant differences between the pre- and post-test mean scores of the students' self-esteem, their scores in the course, and their academic success in all the three groups. The results of one-way ANOVA revealed that there was no significant difference between the self-esteem measures of those students who were taught cognitive and metacognitive strategies as compared to those taught traditionally. However, there were significant differences between their total scores in the course and their academic success measures.
Apology Strategies of Iranian Undergraduate Students
Author: Tehrani, Mohammad Dadkhah
Date: 2012-02-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Questionnaires,Gender Differences,English (Second Language),Second Language Learning,Language Usage,Responsibility,Intention,Interpersonal Communication,Responses

This study investigated the different primary and secondary strategies the Iranian EFL students use in different situations and the effect of gender on this. A questionnaire was developed based on Sugimoto's (1995) to compare the apology strategies used by male and female students, only gender was examined as a variable. The results showed that the statement of remorse was the strategy most frequently used by male and female respondents across the sample and female participants used this strategy more frequently than male participants. Moreover the four primary strategies used by the male respondents were accounts, compensation reparation, negative assessment of responsibility (30%, 20%, 15%, 15%, respectively), while those used by female respondents were compensation, showing lack of intent to do harm, accounts, reparation (20%, 20%, 15%, 10%, respectively). Male respondents tended to use negative assessment of responsibility more than their female counterparts (15% and 5%, respectively). Female respondents used the strategy of promise not to repeat offense in 10% of the situations, while their male counterparts did not use this strategy at all.
Gender Bias in the Iranian High School EFL Textbooks
Author: Amini, Mohadeseh
Date: 2012-02-00
Type: Journal Articles
Subjects: Gender Bias,Textbooks,Textbook Content,High Schools,Females,Sex Stereotypes,Foreign Countries,Social Bias,English (Second Language),Second Language Instruction,Occupations,Activities,Illustrations,Statistical Analysis,Qualitative Research

Gender bias is unfortunately still present in many societies especially the developing countries. Such prejudice is in most cases in favor of males and against females. While females nowadays comprise a great majority of the work force all around the world, they are still being looked upon as the &quot;weaker sex&quot; associated with stereotypical roles as stay-at-home mothers whose main task is to breed children, wash the dishes, etc. Such prejudice if present in a society gets manifested in its EFL/ESL materials. The main purpose of the present study is to examine the extent and types of gender bias in two of the Iranian mostly used EFL textbooks at the high school level. Sexism will be investigated in five categories of visibility, firstness, generic masculine constructions, sex-linked occupations and activities. The findings are expected to raise awareness regarding sexist practices in EFL material developers, teachers and learners.
A Case for Direct and Indirect Feedback: The Other Side of Coin
Author: Hashemnezhad, Hossein
Date: 2012-03-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Second Language Learning,Language Proficiency,Error Correction,Second Language Instruction,Teaching Methods,Error Patterns,Writing (Composition),Foreign Countries,Undergraduate Students

The use of WCF is a striking necessity in learning of English as a foreign language. If teachers and students can manipulate well the use of written feedback, both parties will benefit. This research looked at the types of feedback given to EFL students during a 16-week study. For the purpose of the current survey eighty students enrolled freely where they were randomly assigned into two equal treatment groups. Core components of the treatment included having students write a 250-word composition each session, and having teacher provide students with corrective feedback on their writing, and encourage students to apply what they learned in subsequent writing using feedback. According to the statistical index, the study found that CF often facilitates the student's ability to identify the existence of an error. Furthermore, the results also revealed that error feedback on form in the form of direct feedback is more beneficial than indirect feedback especially for proficient learners.
Solving Problems with the Percentage Bar
Author: van Galen, Frans
Date: 2013-01-00
Type: Journal Articles
Subjects: Problem Solving,Mathematical Concepts,Interviews,Middle School Students,Cognitive Style,Teaching Methods,Teaching Models,Mathematical Formulas,Mathematical Models,Experimental Teaching,Instructional Effectiveness,Mathematics Tests,Student Attitudes,Foreign Countries

At the end of primary school all children more of less know what a percentage is, but yet they often struggle with percentage problems. This article describes a study in which students of 13 and 14 years old were given a written test with percentage problems and a week later were interviewed about the way they solved some of these problems. In a teaching experiment the students were then taught the use of the percentage bar. Although the teaching experiment was very short--just one lesson--the results confirm that the percentage bar is a powerful model that deserves a central place in the teaching of percentages.
Developing a Model to Support Students in Solving Subtraction
Author: Murdiyani, Nila Mareta
Date: 2013-01-00
Type: Journal Articles
Subjects: Subtraction,Mathematical Models,Mathematical Formulas,Problem Solving,Instructional Design,Learning Activities,Number Concepts,Mathematics Education,Pretests Posttests,Photography,Video Technology,Transcripts (Written Records),Elementary School Mathematics,Educational Practices,Educational Strategies,Teaching Methods,Foreign Countries

Subtraction has two meanings and each meaning leads to the different strategies. The meaning of &quot;taking away something&quot; suggests a direct subtraction, while the meaning of &quot;determining the difference between two numbers&quot; is more likely to be modeled as indirect addition. Many prior researches found that the second meaning and second strategy rarely appeared in the mathematical textbooks and teacher explanations, including in Indonesia. Therefore, this study was conducted to contribute to the development of a local instruction theory for subtraction by designing instructional activities that can facilitate first grade of primary school students to develop a model in solving two digit numbers subtraction. Consequently, design research was chosen as an appropriate approach for achieving the research aim and Realistic Mathematics Education (RME) was used as a guide to design the lesson. This study involved 6 students in the pilot experiment, 31 students in the teaching experiment, and a first grade teacher of SDN 179 Palembang. The result of this study shows that the beads string could bridge students from the contextual problems (taking ginger candies and making grains bracelets) to the use of the empty number line. It also shows that the empty number line could promote students to use different strategies (direct subtraction, indirect addition, and indirect subtraction) in solving subtraction problems. Based on these findings, it is recommended to apply RME in the teaching learning process to make it more meaningful for students.
Developing the Sixth Level of PISA-Like Mathematics Problems for Secondary School Students
Author: Kamaliyah
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Problem Solving,Educational Policy,Middle School Students,Secondary School Mathematics,Grade 9,Documentation,Interviews,Mathematics Tests,Mathematics Skills,Group Activities,Qualitative Research

Indonesia's involvement in the Programme for International Student Assessment (PISA) is one attempt to see how far the development of educational programs in our country compared to other countries in the world. PISA results show that Indonesia is still at the lower level. This means that the ability of Indonesian students in solving problems that require the ability to review, giving reasons and communicating effectively, and solve and interpret problems in various situations is still lacking. This may be due to government policy in the presence of the National Examination (UN) in which the spread of the UN's questions are still at the lower levels of cognitive aspects that are not in line with government regulations on curriculum which suggests that the fulfillment of cognitive aspects as one of the important aspects of education. To that end, researcher conducted a study that aims to produce valid and practical the sixth level of PISA-like mathematics problems for middle school students. This study is the development research formative evaluation type. The research subjects are ninth grade students SMP Negeri 1 Palembang. Data collection techniques used are walk through, documentation, interviews, and tests. From the analysis it can be concluded that this research has resulted a product the sixth level of PISA-like mathematics problems. At the stage of expert review, an expert and two colleagues evaluated the problems from different aspects. Trying out at one-to-one and small group was performed on students with different mathematical abilities. Then at the field test stage, 26 students in one class answered the questions that were developed.
Developing Cultural Awareness in Foreign Language Teaching
Author: Shemshadsara, Zahra Ghorbani
Date: 2012-03-00
Type: Journal Articles
Subjects: Cultural Awareness,Second Language Instruction,Culturally Relevant Education,Intercultural Communication,Ethnocentrism,Hidden Curriculum,Culture Conflict,Performance Factors,Educational Practices,English (Second Language)

Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In this paper, the underlying assumptions and influences of culture awareness in Language teaching and learning critically analyzed.
Social Context as an Indirect Trigger in EFL Contexts: Issues and Solutions
Author: Gholami, Reza
Date: 2012-03-00
Type: Journal Articles
Subjects: Social Influences,Context Effect,Second Language Learning,English (Second Language),Interaction,Student Motivation,Interpersonal Communication,Educational Opportunities,Political Influences,Cultural Influences,Tourism,Foreign Countries

This paper investigates the value of the social context and its role in learning a second language in different contexts. Social context is believed to be able to influence attitude and motivation. It also provides learning opportunities which give rise to learner's outcomes. In fact, students acquire a language by using it in social interaction with speakers of that language. Nonetheless, significance of social context is mostly ignored or underestimated in most EFL countries because this social context is naturally missing and there is a lack of severe demand for acquiring the second language. Therefore, the final outcome of second language learning is not satisfactory. This paper is a step towards investigating the issues in respect to the social context of EFL countries as an indirect but essential trigger in second language learning. Especially in foreign language classrooms, learners have limited social interaction with their teacher or peers in their target language since that language is not used as a means of communication among them outside or even inside classrooms. Besides investigating the issues, this paper provides suggestions which help improve social contexts in EFL countries.