ethanporcaro/eric-fulltext-meta huggingface dataset:
Post-UTME Screening and Year One Students&apos; Academic Performance: Any Relationship?
Author: Lawrence, Kehinde Clement
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Academic Achievement,Screening Tests,Study Habits,Socioeconomic Status,School Counseling,Family Characteristics

Adequate high-level skilled manpower is needed to drive and sustain economic, sociocultural and political development of any nation, to achieve this, quality university education is pivotal. Hence this study examined the relationship of career counseling, study habit pattern family socioeconomic status with academic performance of the University of Ibadan year one students. In Nigeria, the National University Commission (NUC) an umbrella body of all universities both private and government owned introduced Post-Unified Tertiary Matriculation Examination (Post-UTME) to screen further candidates for university admission. Three hundred (300) students across fourteen faculties were recruited using a multistage sampling technique to respond to a structured measuring instrument, with the participants' current CGPA. The results established that there was a positive and significant relationship of all the factors with academic performance of the participants; school counseling (r=0.610, p&lt;0.01) and study habits (r=0.731, p&lt;0.01). The study concludes that school counseling and study habits are important factors for improving academic performance of university students. Thus, the study recommends students' personal study habits skills development, establishment of faculties/colleges counseling unit in addition to central university counseling center so as to cater for individual student peculiarity via their field of study.
Can Effect Sizes Give Any Clue to the Way Mentors Ascribe Numerical Grades When Assessing Trainee Teachers against the Teachers&apos; Standards in England?
Author: Tynan, Rick
Date: 2019-00-00
Type: Journal Articles
Subjects: Effect Size,Grading,Student Evaluation,Preservice Teachers,Teacher Competencies,Foreign Countries,Cooperating Teachers

Some teacher educators use numerical grades when assessing teaching competencies. In this situation, statistical analysis can be used to monitor consistency and look for correlations between assessment outcomes across teacher training partnerships and at different stages in training. Another approach is to calculate effect size metrics. These do not claim statistical significance but do seek to explain the practical impact of patterns in quantitative data. This study looks at number grade assessment data from a large secondary initial teacher education programme across schools working in partnership with a higher education provider in the Northwest of England. The proportion of variance between numerical grades for individual Teachers' Standards and overall teaching was calculated at each formal review point over three consecutive years. Despite the complex process involved in assessing teaching competencies against performance criteria and the potential for subjective variation between individual assessors, the data consistently demonstrated underlying patterns. These suggested that quality assurance and management of assessment issues could have been a major influence on the assessors.
Information and Communication Technology: A Strategic Tool in the Internationalization of Higher Education
Author: Ubogu, Rowell
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Technology,Global Approach,Higher Education,Foreign Countries,Information Dissemination,Organizational Communication,Intercollegiate Cooperation,Technology Uses in Education

The level globalization of education is determined by several factors including the Information and Communication Technology (ICT). This study was designed to examine ICT as a strategic tool in the internationalization of higher education. The study applied the descriptive survey research design. The sample size of the study consisted of 294 respondents (171 male and 123 female lecturers) selected from six tertiary institutions in Delta State, Nigeria using the systematic and simple random sampling techniques. Correlation Coefficient was used to collect data from respondents. Data analysis was done with mean, standard deviation and z-test. Findings from the study revealed that ICT played a crucial role in the internationalization of higher education by fostering the exchange of information and collaboration among different higher institutions, and reducing the stress of processing admission into higher education. It also made teaching and learning easier in higher institutions, enhancing the image of higher institutions across the world and reducing the workloads of staff in higher institutions. Poor budgets/underfunding of tertiary institutions, ill-equipped ICT facilities in tertiary institutions, among others were revealed as challenges facing internationalization of higher education through ICT. No significant difference was found between male and female lecturers' perception of the role of ICT in the internationalization of higher education. Based on the findings, it was recommended that government should expand accessibility of ICT facilities by building ICT centres in all higher education institutions.
First Comes a Look at the Self: Integrating the Principles of Social Justice into a Teacher Preparation Program
Author: Lawyer, Gloshanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Teacher Education Programs,Equal Education,Gender Bias,Racial Bias,Social Bias,Ability,Language Usage,Social Change,Deafness,Hearing Impairments,Deaf Interpreting,Teacher Competencies,Power Structure,Interpersonal Relationship,Teaching Methods

Social justice in education means that educators can be agents for bringing equity into the everyday lives of people at every level of society. In order for equity to be obtained, teachers and other school personnel must be able to recognize inequities in all forms, including but not limited to gender, race, class, ability, and language. Additionally, teachers and school personnel must be prepared to act against forms of inequity within the classroom in order to promote social change among students and in society as a whole. The deaf education program at the University of Tennessee, housed in the Theory and Practice in Teacher Education Department, includes an educational interpreting major as well as a deaf education teacher preparation major. In the fall of 2014, the authors decided to embed the principles of social justice within the content of the deaf education program as well as apply these principles in real-world application specifically within the teacher preparation major.
Formative Assessment: A Tool for Closing Achievement Gaps in Diverse Classrooms
Author: Tibbitt, Julie
Date: 2020-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Achievement Gap,Student Diversity,Deafness,Hearing Impairments,Academic Achievement,Teaching Methods,Success

Too many deaf and hard of hearing students often do not show age-appropriate academic achievement, and schools have copious data on how deaf and hard of hearing students--especially those of color or those with additional disabilities--are not performing. One way that teachers can improve individual performance is through the use of formative assessment. Assessment--or evaluation or testing--should be incorporated throughout the learning of each lesson. &quot;Formative assessment&quot; simply means assessing students at intervals as they tackle specific goals rather than waiting to administer an assessment when the lesson plan proclaims that a goal should have been reached. In this article, Julie Tibbitt discusses how formative assessment can be a building block for success and parity and can be used with students of every age and cognitive level. Tibbitt concludes that through ongoing evaluation and guidance, formative assessment allows teachers to reach and educate every single student. It is up to teachers to not only provide fair and thorough assessment to ensure appropriate education, but also to take a step further and use formative assessment to elevate the teaching and learning experience, especially for students of color and those who have disabilities.
Collaboration Practices between the Two Tiers of School Leadership in Eradicating Underperformance
Author: Setlhodi, Itumeleng Innocentia
Date: 2020-08-00
Type: Journal Articles
Subjects: School Administration,Governing Boards,Educational Cooperation,Foreign Countries,School Effectiveness,Educational Improvement,Principals,Parents,Administrators,Teachers

Collaboration between the school governing body (SGB) and the school management team (SMT) in underperforming schools remains the crest for successful action taken to turn around performance as envisaged in the South African Schools Act 84 of 1996 (Republic of South Africa, 1996). Their interaction is crucial in advancing the course of performance improvement. In the study reported on here a qualitative method and an interpretivist approach was used to explore how shared leadership collaboration practices between the SGB and SMT can improve performance. A case of 3 purposefully sampled underperforming schools in the Gauteng West district was undertaken. Interviews with 3 principals (individually) and 3 focus group interviews with parent SGB members, SMT members and teachers were conducted. Findings show that when developmental needs of SGBs are considered significant and stakeholders are mobilised towards collective effort (&quot;letsema&quot;), collaboration and interaction enable school performance. It is recommended that SGB development be contextualised to enable swift interaction with stakeholders; the essence of the SGB and SMT collaboration in providing leadership and dealing with issues impacting on performance should be highlighted, so that they can plan activities that bring about improved performance. Employing courageous conversations to achieve institutional goals should be through collaborative endeavours that are inspired by ubuntu leadership practice.
Critical Skills for Deputy Principals in South African Secondary Schools
Author: Khumalo, Jan B.
Date: 2020-08-00
Type: Journal Articles
Subjects: Assistant Principals,Secondary Schools,Skill Development,Management Development,Professional Development,School Administration,Administrator Role,Role Perception,Self Concept,Professional Identity,Leadership Effectiveness,Interpersonal Competence,Foreign Countries

The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.
Video Cartoons and Task-Induced Involvement: Effects to Pupils&apos; L2 Incidental Literacy Acquisition
Author: Arabiana, Elaiza Flor S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Video Technology,Assistive Technology,Cartoons,Literary Genres,Instructional Effectiveness,Incidental Learning,Emergent Literacy,Second Language Instruction,Second Language Learning,English (Second Language),Linguistic Input,Young Children,Elementary School Students,Public Schools,Language Skills,Foreign Countries

While most studies that explored children's incidental literacy acquisition focused on input from written text, this quantitative-qualitative study investigated the effects of using audio-visual input through close-captioned Aesop's Fables cartoons from PinkFong and Task-Induced Involvement (n=6 eight-year old pupils). Wilcoxon Signed Rank Test reveals that there is a significant difference in the pretest, immediate posttest and delayed posttests scores after the intervention as shown in the 90%-95% confidence level. This study also examines quantitatively the interconnectedness of the four areas of children's literacy skills: vocabulary, oral vocabulary and pronunciation, orthographic skill and comprehension after watching cartoons and engaging in tasks. Findings reveal a high correlation between the four literacy skills reflected as 95% confidence intervals. These findings reveal that incidental literacy acquisition is approached holistictically: the acquisition of one skill leads to the acquisition of the other literacy skills.
A Snapshot of Early Childhood Care and Education in South Africa: Institutional Offerings, Challenges and Recommendations
Author: Harrison, Giulietta D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Preschool Teachers,Preservice Teacher Education,Teaching Skills,Job Training,Teacher Qualifications,Accreditation (Institutions),Compensation (Remuneration),Educational Practices,Educational Quality

Background: This article draws from a research report on the Project for Inclusive Early Childhood Care and Education (PIECCE), which surveyed attitudes, training strategies, materials and entrance requirements across most relevant higher education institutions (HEIs), non-governmental organisations (NGOs) and technical and vocational education and training colleges (TVETs). Aim: The aim of this study was to identify what institutions were offering in terms of training teachers in the birth-to-four age group, to identify the challenges and provide recommendations based on the findings. Methods: Participatory action research was performed to generate data, which took the form of a Google survey, individual interviews and document analysis. These research tools were adjusted according to the requirements of the study, when necessary. The combination of the desktop study and the PIECCE report provided a comprehensive picture of South African early childhood care and education (ECCE), with particular emphasis on government funded training institutions and NGOs, as well as current challenges. Results: Findings and recommendations are presented. The challenges include, amongst others, issues such as uneven geographic spread of ECCE offerings, lack of training skills, difficulties obtaining quality qualifications, dysfunctionality of accreditation bodies, misalignment between National Qualifications Framework (NQF) and HEI entrance requirements and poor remuneration of teachers. Conclusion: A desktop study on institutional offerings, written as a collaborative effort across a variety of teacher-training institutions, evidenced that there are a number of fundamental issues in the sector. If the challenges can be resolved, the quality of ECCE training and accessibility can improve.
Written Corrective Feedback in English Compositions: Teachers&apos; Practices and Students&apos; Expectations
Author: Yunus, Wan Noor Miza Wan Mohd
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,English (Second Language),Second Language Instruction,Writing Instruction,Expectation,Foreign Countries,Writing (Composition),Educational Practices,Grading

Written corrective feedback (WCF) has been the subject of many studies in the field of second language (L2) writing. This study sought to investigate: (1) teacher's practices in marking students' English language compositions, (2) students' expectations of teacher's WCF, and (3) compare whether students' expectations correspond to teachers' practices of WCF. Sixty-four students and three teachers of an upper secondary school in Malacca, Malaysia participated in this study. Teachers' WCF practices and students' preferences were elicited from two different sets of questionnaires. Findings revealed that both students and teachers generally believe that WCF is beneficial in improving students' writing skills. It was also discovered that students prefer direct, specific, and comprehensive feedback over indirect feedback. However, the study showed some discrepancies between students' preferences and teachers' practices in composition classrooms in terms of the amount, type, and necessity of the feedback where most students were found to require more WCF than the amount their teacher was capable of giving. This misalignment calls for teachers' and students' adjustments to ensure the effectiveness of WCF strategies employed by teachers. Findings from this research also imply that the study of contextual factors and beliefs influencing preferences with regard to WCF may also be necessary.
Studying the Structure of Primary School Students&apos; Written Arguments on Electric Circuits
Author: Skoumios, Michael
Date: 2020-09-00
Type: Journal Articles
Subjects: Elementary School Students,Written Language,Persuasive Discourse,Elementary School Science,Equipment,Science Instruction,Instructional Effectiveness,Foreign Countries

The research that studies the development of the structure of primary school students' written arguments on science issues is particularly limited. The present paper aimed to study the effect of a teaching intervention for electric circuits on the structure of primary school students' written arguments. Instructional material was developed based on the constructivist approach to learning with the use of science and engineering practices and was implemented with 34 students aged 11 years old. The research data included the 340 written arguments the students produced in their attempt to answer the questions included in a questionnaire, they were given before and after the teaching intervention. Data analysis was carried out by classifying the sufficiency of the components of the arguments into levels. The analysis showed that the teaching intervention significantly contributed to improving the structure of students' written arguments.
The Effect of the Successful Intelligence Interactive Module on Universiti Utara Malaysia Students&apos; Analytical, Creative and Practical Thinking Skills
Author: Azid, Nurulwahida
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Thinking Skills,Creative Thinking,Problem Solving,Intelligence,Teaching Methods,Instructional Effectiveness,Scores,Pretests Posttests

The study reported on here aimed to examine the effectiveness of the successful intelligence interactive module (SIIM) that employs thinking skills using the successful intelligence theory. This was an empirical study that used mixed method analysis. The rationale for the development of this interactive module was to increase the analytical, practical, and creative thinking skills score among undergraduates in the education programme at Universiti Utara Malaysia (UUM). We administered a quasi-experimental design with pre-tests and post-tests to 70 UUM undergraduates in the education programme. The participants were randomly selected and divided into a control group and an experimental group. The ANCOVA test result showed that SIIM was effective in increasing the respondents' analytical, practical, and creative thinking skills scores. Overall, the findings showed that the teaching approach of using the interactive module was effective in enhancing analytical, creative and practical thinking skills. This study provides positive implications for undergraduates' soft skill development in preparation for their future careers.
The Impacts of STEM Instruction on Strengthening High School Students&apos; Reasoning Skills
Author: Hasanah, Uswatun
Date: 2020-09-00
Type: Journal Articles
Subjects: STEM Education,Science Instruction,High School Students,Thinking Skills,Problem Solving,Foreign Countries,Active Learning,Inquiry,Cooperative Learning,Instructional Effectiveness,Grade 10

This study aimed to examine the impact of Science, Technology, Engineering, and Mathematics (STEM) instruction on strengthening the reasoning skills of Indonesian high school students. The 63 participants from senior high school were divided into two groups: STEM group and Traditional group. The STEM group received STEM instruction with an emphasis on the four STEM subjects. Instruction used inquiry-based learning to facilitate instruction and to expand the connection between the science learning process with technology, engineering, and mathematics. Students in the STEM group were divided into small groups each consisting of 5-6 students with the teacher functioning as a facilitator to help the students in the learning processes. The traditional group received conventional instruction through reading, listening, and discussion. These two groups were taught by the same teacher and learned the same topic. Twenty-four two-tier multiple-choice questions from Lawson's classroom test of scientific reasoning were utilized to assess students' reasoning skills. In conclusion, a statistically significant difference in students' reasoning skills between the STEM group and traditional group was found. Recommendations are offered to maximize STEM instruction and reasoning skills' measurement in future research.