ethanporcaro/eric-fulltext-meta huggingface dataset:
Discipline Strategies: Influence on Gender and Academic Level of Students: A Case of Rachuonyo North Sub-County, Homabay County, Kenya
Author: Odhiambo, Winnie Awuor
Date: 2017-09-00
Type: Journal Articles
Subjects: Gender Differences,Foreign Countries,Academic Achievement,Discipline,Comparative Analysis,Suspension,Educational Strategies,Low Achievement,Instructional Program Divisions,Student Improvement,Counties,High School Students,Achievement Tests

This paper purposed to establish if there was a significant influence of discipline strategies on student academic performance based on the gender and academic level of students in Homabay County, Kenya. Over the years, students in Rachuonyo North Sub County have continued to perform poorly in Kenya Certificate of Secondary Education (K.C.S.E). The objective of this study is to determine the influence of discipline strategies on academic performance by gender and academic level. The research design used was causal comparative. The researcher used simple random sampling to select 23 schools. Purposive sampling was used to identify students at different academic levels who had received any of the three discipline strategies that is suspension, manual labour, and sending students home to call their parent. The quantitative data was analyzed using paired sample t-test and repeated measures ANOVA at 0.05 level of significance. The study findings indicated that girls performed poorly after discipline strategies had been used on them. However, there was no significant difference in the academic performance of boys after the discipline strategies. It emerged that these discipline strategies influenced students' academic performance differently depending on the academic level of the student with the form two and four students registering a decline and the form three students showing a slight improvement. The study recommends discipline strategies other than the three used in the study for girls. Further research is required to determine the influence of these discipline strategies in other counties.
Learning Innovation Management on Effective Classes at SMPIT Cordova Samarinda
Author: Hanim, Zaenab
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Barriers,Secondary Schools,Educational Practices,Curriculum Development,Time Management,Teacher Role,Teacher Competencies,Educational Technology,Technology Uses in Education,School Schedules,Evaluation,Integrated Learning Systems,Teacher Qualifications,Educational Quality

The research is intended to find out (1) the concept of learning innovation, (2) the implementation of learning innovation management functions, (3) the implication of learning innovation management, and (4) obstacles and solutions of the implementation of learning innovation management at effective classes at Integrated Islamic Secondary School (SMPIT) Cordova Samarinda. This research used a qualitative approach with case study and the data was collected through deep interview, observation and documentation. The informans of the research are the head and his vice of the foundation, coordinator of the effective classes, teachers and students. The data was analysed by using descriptive technique. For the research findings, it was found that (1) the concept of learning innovation for effective classes is built through middle input with an effective learning process and produces an effective output; (2) the implementation of learning innovation management functions of effective classes was carried out through planning design by determining input sellection standard, an effective process standard, an effective output standard, learning innovation organization through enriched curriculum, time allocation, teachers' roles and duties, learning sources, learning innovation through moving class, a standardized teachers, IT-based management, full day school program, and three evaluations of learning innovation, namely test and non-test with mastery learning standard, and high competition class assessment; (3) the implication of learning innovation management covers integrated learning management system, better teacher qualification standard, and increase school reputation; and (4) obstacles and solution disrupt the implementation of learning innovation management of effective classes at SMPIT Cordova Samarinda.
Multimedia and Critical Thinking on Arabic Guided Writing Learning
Author: Abdul Hakim, Muhamad Kamal bin
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Semitic Languages,Multimedia Instruction,Skill Development,Second Language Learning,Second Language Instruction,Creativity,Teaching Methods,Learning Activities,Workshops,Writing Instruction,Foreign Countries,College Students

The aim of the study is to determine the effect of multimedia through film and digital games with pictorial stories in groups of students who have high and low critical thinking patterns on guided writing learning activities in the Arabic Language Education Study Program, Jakarta State University. The study was conducted on the third-semester students of the 2018/2019 school year with a total sample of 44 students, which were divided into two groups: 22 students for the experimental group and 22 students for the control group. The research approach uses quantitative research with a 2x2 factorial experimental method. Data collecting technique used tests for writing and questionnaire critical thinking. The data analysis technique used a two-way ANOVA. The results of the two-way analysis are known that there are significant effects of multimedia and critical thinking patterns on learning activities of Arabic workshop writing. The implication of study refers to the process of teaching creativity in the classroom using multimedia and increasing of critical thinking because writing needs higher critical thinking and the teacher has to identify of multimedia's needs in writing learning.
Salvaging the Subject: Restoring Voice in Writing Pedagogy
Author: Wiedenfield, Logan
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Instruction,Academic Language,Teaching Methods,Emotional Response

The kind of writing the author is describing in the article is fostered by academic discourse, which, as Peter Elbow has persuasively argued, &quot;tries to peel away from messages the evidence of how those messages are situated as the center of personal, political, or cultural interest.&quot; He goes on, &quot;the conventions [of academic discourse] tend toward the sound of reasonable, disinterested, perhaps even objective (shall I say it?) men&quot;. Thus, academic discourse asks to bracket subjectivity from the message, to become, in so many words, disembodied. It is no surprise, then, that students and academics alike show little reluctance advancing claims about which they do not care. It would seem that the form of academic discourse essentially encourages a kind of intellectual irresponsibility. He argues that writing pedagogy needs to reinsert writer's voice, even if this voice must struggle to be heard among the cacophony of other voices. The dilemma suggested by the academic/personal writing opposition is really a false one. As Elbow has pointed out, there really is no such thing as &quot;academic writing,&quot; if what is meant by academic writing is a writing free from personality. One can write personally without risking solipsistic isolation, just as one can write academically without forsaking his or her sense of self.
Attitudes towards Science: A Case Study of the Students at the Second Chance School, Domokos Prison, Greece
Author: Giannoukos, Georgios
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Institutions,Scientific Attitudes,Positive Attitudes,Scientific Literacy,Adult Students,Institutionalized Persons,Males,Relevance (Education)

This paper researches the attitudes of the inmates attending the Second Chance School, Domokos prison in Greece, towards the Sciences with the help of the research scale, Attitudes Towards Science (ATS). The research took place from 3rd to 6th February 2014. Thirty eight inmate students, from different countries, aged 21 to 45 who were enrolled in the 1st and 2nd year of the Second Chance School were the subject of the study, the results of which revealed positive attitudes towards science.
Exploring Greek Education System&apos;s Ethnocentric Character in Modern Time
Author: Chalari, Maria
Date: 2016-03-00
Type: Journal Articles
Subjects: Ethnocentrism,Foreign Countries,Self Concept,Nationalism,Social Change,Racial Bias,Educational Environment,History,Educational History,Immigrants,Land Settlement,Economic Change,Economic Factors,Correlation,Role of Education,Prosocial Behavior,Cultural Pluralism,Teaching Methods,Barriers,Elementary Secondary Education

This paper aims to engage with issues around Greek national identity and in the light of the above, tries to demonstrate how Greek national identity responds to global pressures and how it is being fractured in an era of economic and humanitarian crisis and uncertainty. The purpose of this critical review of literature is not to simply present the crisis of the Greek national identity but to explore the tensions and the competing relations between national, European, cosmopolitan, religious and racial identities in contemporary Greece at a time of rapid socioeconomic change and in the face of the declining authority and legitimacy of the state. Moreover, the present critical review seeks to look into the reasons why Greek national identity not only persists to its traditionally pro-European character but also becomes more and more ethnocentric and racist. Although we may not be able to formulate straightforward answers to the above issue, looking at the Greek educational context and drawing attention to the crucial links, which exist between the Greek national education and the persisting ethnocentric character of the Greek national identity could probably help us understand and uproot some reasons of the aforementioned phenomenon.
The Role of School in Gender Socialization
Author: Molla, Erjona
Date: 2016-03-00
Type: Journal Articles
Subjects: Socialization,School Role,Sex Role,Gender Bias,Gender Discrimination,Sex Fairness,Sex Stereotypes,Masculinity,Teacher Student Relationship,Teacher Influence,Peer Influence,Expectation,Gender Differences

The family and the school are the two main pillars that influence the child during the process of growth, but also play a major role in the socialization of gender roles in the way they organize the environment for the child. The development of gender roles begins at birth. The children are exposed to many factors that influence their attitudes and behavior with regard to gender roles. These attitudes and behaviors are usually taught at home and then reinforced by the peers of the child and the school experience. In everyday life we tend to believe that boys are more favored in school since they are seen as &quot;strong&quot;, in fact the discrimination exists but it is a discrimination to the detriment of boys. Boys compared with girls have a higher tendence to be class repeaters, also they have a higher tendency to drop out of school. In some cultures, school attendance by boys is limited because of gender role expectations. Because they are &quot;strong&quot; they need to work to bring revenues in the family. The school remains one of the social institutions that can and should build a deliberate gender education and a proper socialization to the benefit of society. The gender education should play an important role in the educational system.
Reading Engagement Opportunities of Education Students
Author: Abao, Ethel D.
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Education Majors,Reading Habits,Preferences,Reading Materials,Dictionaries,News Media,Literary Genres,Fiction,Encyclopedias,Periodicals,Textbooks,Reading Comprehension,Critical Thinking,Reading Achievement

Reading is life. If 80% of man's activity involves reading, (Villamin 1994) then students be made conscious on what type and how the reading materials be chosen for personal and academic purpose. This study which utilized the descriptive-normative survey method aimed to find out the reading preferences and their effects to reading performance of the first year students in both Bachelor of Secondary and Bachelor of Elementary Education programs of Cebu Normal University. These were treated using the simple percentage and ranking with the Minitab software. Using the ranking, findings revealed that most of the students in the Bachelor in Elementary Education highly preferred the dictionary. This is followed by the newspapers, magazines, short stories, etc. On the other hand, the students in the Bachelor in Secondary Education students highly preferred the encyclopedia. This is followed by the magazines, short stories, textbooks, etc. Moreover, it is noted that there is no relationship between the students' reading preferences and their performance in reading. It means that their reading preferences do not have bearing nor effect on their reading performance. It is therefore concluded that reading is a personal responsibility. It is a matter of how one comprehends, analyzes, applies and creates new ideas from the written texts regardless of their preferences that leads them to develop critical thinking needed for them to function effectively in the society.
Collaborative Work by Graduate Students: A Comparison of Modalities
Author: Hollingsworth, Mary Ann
Date: 2016-06-00
Type: Journal Articles
Subjects: Cooperative Learning,Graduate Students,Electronic Learning,Student Attitudes,Student Projects,Collaborative Writing,Web Sites,Assignments,Educational Benefits,Computer Mediated Communication

Online learning as a choice in higher education has grown exponentially. Research has indicated the importance for instructors to provide opportunity for student collaboration through use of online tools such as wikis, discussion boards, and group projects. A survey methodology was employed to gather higher education students' opinions on both participation in group projects at the post-secondary level and the efficacy of using wikis versus traditional formats such as face-to-face interaction or discussion boards as collaboration tools. Responses were collected from two groups of students taking a graduate level course called Life Span Development; one traditional face-to-face group and one online web-based group, with a total number of 66 participants. The results of this study support the values of integration of student collaboration in group work on course assignments Furthermore, this study provided comparison and contrast between the three collaboration modalities of discussion boards, face to face groups, and wikis. This study provides support for further research to analyze benefits and challenges of these modalities and others on multiple types of assignments.
Improving Student&apos;s Critical Thinking through Technology at Historically Black Institutions
Author: Li, Qingxia
Date: 2016-09-00
Type: Journal Articles
Subjects: Critical Thinking,Black Colleges,STEM Education,College Students,Cognitive Tests,Technology Integration,Majors (Students),Faculty Development,Disadvantaged,Minority Group Students,Disproportionate Representation,Skill Development

This study examines the differences in students' critical thinking ability through the Watson-Glaser Online Assessment software in a pretest-posttest setting. There is a noticeable increase in the categories of Recognize Assumptions and Evaluate Arguments and a relatively large decrease in the category of Draw Conclusions. In general, students from Non-STEM majors benefits more from teaching with technology than those in STEM majors.
Stakeholders&apos; Perspectives on School Counselling Programme in Namibia
Author: Hako, Anna
Date: 2016-06-00
Type: Journal Articles
Subjects: School Counseling,Foreign Countries,Program Evaluation,Stakeholders,Counseling Services,Principals,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Counselor Attitudes,Educational Facilities,Information Sources,Budgets,Resource Allocation,Social Problems,Elementary Secondary Education

The study investigated the Namibian School Counselling Programme from the perspectives of selected stakeholders in terms of objectives of the Namibian School Counselling Programme, the services they considered to be characteristics of the programme, the resources available in the schools for the implementation of the programme, the beneficiaries and effectiveness of the school counselling programme and the programme services recipients' satisfaction. The study employed mixed methods approach hence both qualitative and quantitative data were collected. The population of the study consisted of two hundred and eighty eight (288) learners, one hundred and forty two (142) principals, sixty eight (68) teacher-counsellors and five (5) parents from schools in Ohangwena region. Questionnaire and interviews (in-depth individual one-on-one semi-structured interview and focus groups discussions) were used to gather data. Quantitative data were analyzed by using Statistical Package for Social Sciences (SPSS), while qualitative data were analyzed by the use of themes and coding. The study found out that teacher-counsellors had no counselling rooms to conduct individual counselling, no separate budget for school counselling programme and that file cabinet and display boards were only available in very few school, inadequate school-counsellor and lack of information on school counselling activities. Therefore, it is recommended that the government allocate separate or special budget to school counselling programme; post, teacher-counsellors to those schools where vacant posts are not yet filled and awareness raising activities on school counselling programme services be held regularly.
Perceptions of the Support Needed by Teacher Counsellors in Secondary Schools in the Ohangwena Region of Namibia
Author: Mbongo, Emilia N.
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Counselors,Teacher Attitudes,Counselor Attitudes,Secondary Schools,School Counseling,School Counselors,Educational Needs,Administrator Role,Parent Role,Principals,Teacher Role,Counselor Role

This paper explored teacher counsellors' views regarding the support needed in senior secondary schools in Ohangwena region of Namibia. The study was quantitative in nature and a non-experimental design that involved a survey was used. The population of the study comprised of the teacher counsellors in all the senior secondary schools in Ohangwena region. Data was collected using questionnaires which were administered to a sample of twenty-six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics in the form of frequencies and percentages. Results indicated that teacher counsellors needed to be supported by parents, teachers, school principals, Inspectors of Education, Regional School Counsellors, and other teacher counsellors, in order to improve the quality of School Guidance and Counselling services in that region of the country. The study recommended that principals, teachers and Inspectors of Education should be educated about the importance of guidance and counselling in schools and their role in the implementation of it. It was also recommended that the number of Regional School Counsellors should be increased to enable them to support the schools in the implementation of guidance and counselling.
Medical Student Neurophobia: A Review of the Current Pandemic and Proposed Educational Solutions
Author: Cuoco, Joshua A.
Date: 2016-09-00
Type: Journal Articles
Subjects: Medical Students,Neurosciences,Difficulty Level,Anxiety,Undergraduate Students,Medical Education,Foreign Countries,Problem Solving,Teaching Methods

Traditionally, the subject of neuroscience has been one of the most difficult courses for medical students in undergraduate medical education. Over the last few decades, a fear of neurology and the neurosciences, termed neurophobia, has presented among medical students around the world. Today, neurophobia has resulted in medical students not learning neurology and neurosciences to a sufficient extent to be able to apply this knowledge to patients presenting with neurologic symptomatology. To address the crisis at hand, medical educators have developed novel learning modalities to fight this chronic disease of medical students. In this brief review, I examine the educational literature regarding the current pandemic of neurophobia as well as analyze published novel educational modalities that may be used to diminish neurophobia among medical students.
Competency-Based Education and Shared Academic Freedom for Transformational Education
Author: Harris, Helen
Date: 2016-09-00
Type: Journal Articles
Subjects: Competency Based Education,Academic Freedom,Transformative Learning,Social Work,Curriculum Development,College Faculty,Student Evaluation,Professional Education,Accreditation (Institutions),Ethical Instruction,Institutional Mission,Private Colleges,Teacher Collaboration,Alignment (Education)

Curricular revision consistent with program mission and goals and that also fulfils accreditation requirements is essential for social work programs. In this article transformational education, shared academic freedom, and competency-based evaluation are described as central to effective preparation of students in social work education. The authors provide an overview of the transformational education literature and one school of social work's curricular revision process that demonstrates facultywide ownership of the revision process. The paper concludes with a discussion of how the faculty ownership and student evaluation process helped the school avoid the reductionist pitfalls in competency-based education in their pursuit of transformational education for programmatic impact.
A German Innovative Technology Teaching Project in Cooperation between (Secondary) School, State Seminar and University
Author: Salat, Ulrike
Date: 2016-12-00
Type: Journal Articles
Subjects: College School Cooperation,Technology Education,Units of Study,Faculty Development,Engineering,Energy,Medicine,Engineering Education,Program Descriptions,Teacher Attitudes,Foreign Countries,Teacher Workshops,High School Teachers,Educational Improvement

&quot;Technology Initiative for NwT (Natural sciences and Technology) school courses&quot; was an innovative teaching project in cooperation between the University of Furtwangen (HFU), the State Seminar for Didactics and Teachers Education Rottweil and the Fürstenberg Gymnasium (FG) Donaueschingen. The main objectives of this project were the development of teaching units and the implementation of advanced training for NwT-teachers in the fields of process, medical and energy engineering. The ultimate aim is to facilitate a higher level of technology teaching in NwT school courses and in consequence to have more school graduates interested in and suitable for engineering studies. Between 2012- 2015, 39 technology teaching units were published and 325 teachers took part in 18 workshops. Evaluation of the project showed that many teachers used the training material in class. The hope is that more and improved technical education in school will lead to more engineering students and therefore more engineers in Germany who can fill the current engineer's gap. The project will continue this year focusing on advanced training for teachers as well as the development of further technical and project-oriented teaching material.