ethanporcaro/eric-fulltext-meta huggingface dataset:
Projecting Enrollment for Effective Academic Staff Planning in Nigerian Universities
Author: Agboola, B. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Planning,Enrollment Trends,Universities,Foreign Countries,Educational Policy,Compulsory Education,Supply and Demand,College Faculty,Check Lists,Teacher Student Ratio,College Students,Futures (of Society),Trend Analysis,College Administration

Student enrollment in Nigerian universities has grown tremendously in the past one decade due to the increased demand for university education. The new development could be attributed to the policy of free, universal and compulsory education at the primary to junior secondary, coupled with the high population of Nigeria, with an annual growth rate of 3.2%. This has given rise to the school enrollment in the universities. Nevertheless, there are strong indications that the trend in demand for and supply of university education seems not to match, so also are the resources available in the universities (human, facilities and fund). For this paper, data on the existing student enrollment trend and academic staff on roll were collected through checklist from records of relevant bodies. The data were analyzed through extrapolation equation and staff-student ratio for each discipline. This study examined the pattern of enrollment in the Nigerian universities and made projection for the academic staff and student for the future years. The results showed that enrollment of 1,417,080 is expected in the universities in 2010, while in the year 2020 the enrollment will be 5,732,878. The corresponding ideal number of academic staff required will be 70,854 and 286,644 for 2010 and 2020 respectively. It was suggested that proactive actions should be taken by the managements and councils of the various universities at meeting the demand-supply staff needs of the university system.
The Interface among Educational Outcomes and School Environment
Author: Tanner, C. Kenneth
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Environment,Outcomes of Education,Student Behavior,Physical Environment,Reliability,Educational Facilities Design,Measurement

Linking measurements of the physical environment's physiognomies to human behavior and productivity is a rather new task in the fields of education, and social and natural sciences. In education; for example, how can a schoolhouse and its surroundings be measured such that valid and reliable comparisons can be made among student outcomes? For example, how do school environments influence student behavior and other outcomes? How do we quantify specific features of the physical environment of the school? Obviously, we already accept the quantification of student testing and other measurable outcomes based on our continual dependence on standardized tests for making decisions. The article approaches this issue through rules of consistent measurement and mapping practices. Three common measurement scales, nominal, ordinal, and interval scales are compared. The nominal scale is shown to be of unequivocally no value in making quantitative comparisons, beyond classifying and categorizing assigned values. The ordinal and interval scales may be considered as vectors having magnitude and direction, while the nominal scale does not fit into correlations, regression, and prediction equations because the nominal classification cannot show direction or specify magnitude. Examples of the use of ordinal and interval scales are presented with respect to comparisons of student outcomes and measured environmental variables having magnitude and direction.
Learning from One Urban School District: Planning to Provide Essential Supports for Teachers&apos; Work in Professional Learning Communities
Author: Thessin, Rebecca A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Urban Schools,School Districts,Communities of Practice,Teacher Collaboration,Faculty Development,Teacher Improvement,Program Effectiveness,Professional Development,Evidence Based Practice,School Culture,Readiness,Leadership Responsibility,Educational Needs

Numerous districts are implementing Professional Learning Communities (PLCs) as a part of reform efforts to improve student achievement to meet external accountability mandates. Few districts, however, have considered the essential supports and components that teachers working in PLCs require for these teams to result in instructional improvement. This study reports on the work of one mid-sized urban district that attempted to implement and support PLCs in developing essential PLC characteristics, implementing an improvement process, and establishing an instructional goal, research-based practices shown to facilitate improvement. This district also provided professional development to teachers and administrators in the implementation process. Findings from this study affirm the research-based practices on which this district's implementation plan was based, while suggesting that additional school-based conditions also needed to be in place: (1) the provision of school-based professional development on PLCs; (2) a school culture focused on collaboration; and (3) a readiness by school leaders to engage in and communicate expectations for PLC work. The study concludes by recommending that districts consider providing differentiated supports and targeted professional development to schools during their first years of PLC work to ensure growth among all PLC teams.
Institutional Framework for Developing Sustainable Quality Distance Education in West Africa: Guidelines, Engines, and Policy Options
Author: Ibara, Emmanuel C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Delivery Systems,Distance Education,Educational Quality,Sustainability,Educational Technology,Technology Uses in Education,Educational Policy

As a tool in an educational delivery system contributing to social and economic development, distance learning has become an accepted and indispensable aspect of the mainstream of educational systems in developed and developing countries. Indeed, the globalization of distance education provides several opportunities for developing countries, including the West African sub-region, for the realization of education system goals, especially the growing need for continuing skills upgrading and retraining. As countries in the West African sub-region become more aware of the potential of distance learning, it is important for their educational planning that the opportunities provided by new technologies prominent in distance learning be realistically harnessed within the framework of well-defined policies. In this regard, a policy framework is needed to ensure that quality education is provided for learners in new and long-established distance education institutions in the West African sub-region. Regardless of the diverse distance education practices in the West African sub-region, a regional policy framework is possible and imperative to regulate the organization and implementation of quality distance higher education programmes in West Africa.
Collaborative Planning and Teacher Efficacy of High School Mathematics Co-Teachers
Author: Rimpola, Raquel C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Mathematics Teachers,Team Teaching,High School Teachers,Self Efficacy,Inclusion,Regular and Special Education Relationship,Pedagogical Content Knowledge,Lesson Plans,Instructional Effectiveness,Advanced Courses,Mathematics Instruction,Teacher Attitudes,Learning Disabilities,Special Education Teachers

Current educational policies such as NCLB and IDEA have led to the adoption of inclusive classrooms in schools. This presents challenges to teachers because they are held accountable for the learning experiences of both general and special education students. The situation is especially challenging in high school mathematics inclusion classes where the special education co-teachers may not necessarily possess the content expertise to teach advanced levels of mathematics. Collaboration between co-teachers is necessary in order to successfully plan effective lessons that address the needs of all students. A quantitative research design was used, with follow up interviews for further explanation of the findings. This study provides information about the teacher efficacy of high school mathematics co-teachers when various collaborative planning times were considered. Implications for future studies and school practice were presented, while considering the efficacy of co-teachers in inclusive contexts.
Challenges in Education System Affecting Teacher Professional Development in Oman
Author: Al Shabibi, Al Shabibi
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Barriers,Low Achievement,Gender Differences,Elementary Secondary Education,Educational Needs,Educational Improvement,Grade 4,Reading Achievement,Mathematics Achievement,Grade 8,Curriculum,Teaching Methods,Cultural Differences,Student Evaluation,Evaluation Methods,Teacher Competencies,Educational Policy,Teacher Education

On international comparisons, the development of Oman's education system in terms of the increase in educational enrolment rates and in the level of teacher qualifications has been remarkably rapid. Almost 100% access to basic education has been achieved, and almost all students progress onto post-basic education. A report from the World Bank in 2001 described the development of Oman's education system in the decades 1970-2000 as &quot;unprecedented&quot; and &quot;unparalleled by any other country&quot;. However, international assessments on learning outcomes in literacy (PIRLS), and mathematics and sciences (TIMSS) show that Omani students perform very poorly in all three subjects, and that boys' performance levels are significantly lower than that for girls. The aim of this study is to describe the present-day situation in Omani schooling and the challenges it poses for teacher professional development. The study is based on a meta-analysis of a variety of studies, research reports, articles, and statistics with the aim of presenting a comprehensive picture of the challenges for the development of teaching and learning in Omani schools.
Lasting Effects of Creating Classroom Space: A Study of Teacher Behavior
Author: Duncanson, Edward
Date: 2014-00-00
Type: Journal Articles
Subjects: Classroom Environment,Space Utilization,Classroom Design,Architecture,Student Participation,Time Factors (Learning),Educational Opportunities,Correlation,Academic Achievement,Instructional Materials,Maps,Furniture,Rural Schools,Elementary School Teachers

Research has shown that rooms with greater amounts of open floor space have higher test results. Four recent trends that have negatively impacted open space in classrooms: (1) storage of CCSS materials in the classroom, (2) storage of science kits in the classroom, (3) inability to remove unwanted material, and (4) inability to remove unneeded furniture from the classroom. Teachers have reacted to the loss of classroom space: (1) desks are rearranged frequently to create specific spaces needed for an activity; (2) daily planning considers the use of space; (3) hallways and the library are used to increase student space; (4) the amount of materials readily available for student use have been reduced; (5) tall book cases have replaced horizontal models; (6) the size of interest/exploration centers had decreased. Administrators need to create a system to dispose of unwanted materials. The center for school improvement resides in the classroom.
The Practice of Strategic Planning and Strategy Implementation in Public Universities of Ethiopia
Author: Bassa, Assefa Beyene
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Strategic Planning,Educational Planning,Program Implementation,Public Colleges,Universities,Stakeholders,Participative Decision Making,Barriers,Change Strategies,Progress Monitoring,Alignment (Education)

Recently Ethiopia has been engaged in a huge expansion of its higher education institutions. This was also accompanied by a series of institutional management reforms and quality assurance regulations. Accordingly, the organizational environment in the public universities of Ethiopia has been changing from time to time. In such a context, the key to better align these academic institutions with the needs of their rapidly changing internal and external environments is the design of appropriate strategic plans and effective implementation of their preferred strategies. Hence, the purpose of this study was to investigate the practice of strategic planning and strategy implementation in public universities of Ethiopia. Data were collected through questionnaires from staff members (from both academic and administrative) and students; and through interviews from the management team members (Vice Presidents and Directors) of three selected public universities. The results of this study showed that in the sampled public universities: stakeholders' participation in the process of strategic planning was found to be low; less emphasis was given to critically assessing their ever changing external environment while planning; the practice of clearly communicating their preferred strategies and activities to both academic and administrative staff was found to be minimal and ineffective; there was also lack of adequate monitoring, follow up and feedback systems; moreover, major decisions were made without aligning them with the university's preferred areas of priority and major objectives as stipulated in the strategic plan document.
Discrepancy in Teacher Employment: The Problem of Out-of-Field Teacher Employment
Author: Cinkir, Sakir
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Placement,Teacher Competencies,Public School Teachers,Foreign Countries,Principals,Teacher Attitudes,Administrator Attitudes,Pedagogical Content Knowledge,Teacher Persistence,Job Satisfaction,Teacher Motivation,Adjustment (to Environment),Teacher Shortage,Elementary Secondary Education

Enacting changes without considering essential educational components such as number of teachers, non-teaching staff, and classes can lead to problems in education systems. One common problem is an inadequate number of teachers. In response to this, policy makers often create out-of-field teacher employment to meet the teacher shortages. While this practice meets the teacher shortages quantitatively, it decreases the quality of education. The purpose of this study is to identify the problems associated with out-of-field teachers and to make recommendations for overcoming these problems. In this study, a qualitative research method and phenomenological research design were used. The study group consisted of 20 participants (8 principals and 12 teachers) from public schools in Ankara. The data were collected with interviews and analyzed using content analysis technique. According to our research findings, participants do not approve out-of-field teacher employment. The reasons for their disapproval vary and have been grouped into themes such as &quot;Lack of subject knowledge, teaching experience and professional specialization.&quot; The findings also show that out-of-field teachers have troubles with issues such as commitment, job satisfaction and motivation, subject knowledge in teaching, and adaptation to the job. On the other hand, out-of-field teacher employment provides advantages such as meeting the teacher shortages, decreasing unemployment and providing different perspectives on teaching. Despite these advantages, out-of-field teacher employment as a means of meeting the teacher shortages must be put to an end. Participants generally think that this practice can be prevented by means of collaboration between Ministry of National Education [MEB] and Council of Higher Education [YÖK]. The findings of this study could contribute to discussions about out of field teaching and help educational stakeholders to increase their awareness about out of field teaching by giving real life examples. Permanent employment policies must be created in order to provide better and more consistent system of education in which each teacher is employed in his or her own field of study.
Innovative Planning to Meet the Future Challenges of Elementary Education
Author: Coffey, Debra
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Planning,Strategic Planning,Elementary Education,Educational Trends,Educational Change,Educational Innovation,Culturally Relevant Education,Academic Achievement,Program Implementation,Educational Technology,Student Diversity,Inclusion,Specialization,Expertise,Departments,Teacher Collaboration,Teaching Methods,Academic Standards,Curriculum Design,School Organization,Teacher Education Programs,Communities of Practice,Parent School Relationship,Accountability,Teacher Motivation,Equal Education,Needs Assessment,Program Evaluation

This article is focused on identifying the current issues in elementary education in the United States. In each of these issues, elementary educators are at the crossroads looking for solutions and directions. Based on the review of literature, the authors pinpoint the upcoming challenges elementary school educators will be facing in the future. Some of these challenges relate to ongoing current issues, and some are anticipated to emerge with the rapid changes in future trends. Innovative strategies for meeting future challenges with the development of culturally responsive elementary schools that enhance student achievement are recommended. A structure of action plan implementation is also suggested.
When Technology Meets Tax
Author: Lautt, Marinela
Date: 2019-04-00
Type: Journal Articles
Subjects: Business,Taxes,Automation,Records (Forms),Accounting,Treaties,International Cooperation

Atrium Limited Liability Partnership (LLP), an architectural company with over 3,000 partners, addresses the business need to collect and organize signed tax forms to assist its international partners. This case discusses the challenges associated with the current manual process, the pursuit of a solution to automate and simplify this process and the risky decision to implement an in-house automated solution using an electronic signature. As is the case with many projects, time is of the essence and the company is taking a risk with committing resources to this project instead of following the cumbersome and inefficient tried-and-true way.
Revisiting Self-Regulation Skills and Distance Learners&apos; Academic Performance at the University of Ibadan, Nigeria: Planning Implications for Effective Study
Author: Oladejo, Maruff Akinwale
Date: 2012-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Self Management,Academic Achievement,Foreign Countries,Student Responsibility,Gender Differences,Student Characteristics,Undergraduate Students

Learning is more personal and the responsibility rests more squarely on the shoulders of students in distance learning systems. Also, many distance learners have several other equally important commitments such as home demands, social engagements, and religious obligations that compete with their academic work. Balancing these responsibilities with academic pursuit in such a way that one does not affect the other may become problematic for the students, especially those who are not self-regulated. This may subsequently impact student academic performance. In view of this scenario, it is expected that distance learners will have good self-regulation skills in order to perform better in their academic endeavours. This study sought to discern a causal explanation of distance learners' academic performance vis-à-vis their self-regulation skills. The study utilized a descriptive, 'ex-post facto' research design. Simple random sampling technique was used to select 1,500 participants while the University of Ibadan's Distance Learning Centre was purposively selected. Data were collected through a questionnaire during the 2009 contact session. Three hypotheses were formulated and tested at the 0.05 level of significance. Pearson correlation, regression analysis, and t-tests were employed for data analysis. Students' self-regulation skills and academic performance are positively and significantly correlated. (R2 =016;P&lt;0.5). The study however, revealed no significant difference in students' self-regulations skills on a gender basis. The need for students to have good self-regulation skills and monitor their academic progress was recommended.
Improving Institutional Credibility: Communication as the Centerpiece of Planning in the Age of Accountability
Author: Fleuriet, Cathy A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Accountability,Credibility,Strategic Planning,Universities,Communication (Thought Transfer),Models,Communication Strategies

Each year institutions of higher education receive greater pressure from the federal level, regional accreditation agencies, and state legislatures, to become more transparent and accountable for their actions. It is more important than ever, then, for colleges and universities to engage in authentic strategic planning that may be embraced by both internal and external constituents. Unfortunately, strategic plans often do not work to move an institution forward. Using organizational principles and theory, this essay reframes the university strategic planning process with communication as its centerpiece. A case study is presented that illustrates how communication centered strategic planning can lead to the most meaningful and successful plan, thus improving the internal and external credibility of the institution.
Planning to Meet the Expanding Volume of Online Learners: An Examination of Faculty Motivation to Teach Online
Author: Wright, James M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Technological Literacy,Teaching Skills,Teacher Motivation,College Faculty,Self Efficacy,Barriers,Teacher Attitudes,Educational Innovation

To maintain a competitive advantage, many universities have expanded their online programs and course offerings (Allen &amp; Seaman, 2007). The growing population of online students requires a highly qualified pool of teachers (Allen &amp; Seaman, 2013). This is a challenge for strategic planners in higher education; more importantly, it necessitates faculty to use different skills and techniques to teach online. This article sheds light on the adoption process and confirms conditions identified in the literature, with the hopes of assisting educational planners who want to build the capacity of their faculty. A mixed-method study was used to investigate the factors that motivate and impede faculty to teach online. At a large suburban university in the Southeastern United States, 363 faculty members were surveyed and 14 faculty members were interviewed using the frameworks of Innovation Diffusion Theory (Rogers, 2003) and the theory of self-efficacy (Bandura, 1986). The findings showed flexibility and convenience were the primary motivators for teaching online, as well as, the ability to reach a wide range of diverse learners. However, the large amount of time and effort needed to teach online proved to be the major obstacles for adopting online instruction. Additionally, the participants had concerns about academic integrity and expressed a negative opinion about the quality of online instruction. These findings are beneficial to guide colleges, universities, and other organizations who want to adopt online instruction or other technology initiatives.