ethanporcaro/eric-fulltext-meta huggingface dataset:
The Two and a Half Learning Model: A Consequence of Academic Dishonesty
Author: Sahin, Mehmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Ethics,Integrity,Reputation,Adult Learning,Libel and Slander,Experiential Learning,College Faculty

Academic dishonesty has been regarded as a problem but not a visible and declared one in every type of educational setting from elementary school to graduate level all over the world. Dishonesty or misconduct in the academic realm covers plagiarism, fabrication, deception, cheating, bribery, sabotage, professorial misconduct and impersonation. Whisper Campaign is another misconduct that is employed to spread rumors about someone in order to hurt that person's reputation or the systematic dissemination by word of mouth of derogatory rumors or charges especially against a candidate for public office. This paper presents how whisper campaigns run in the academic world with the help of the experiences the author himself has had. In other words, this paper exhibits the process and stages of experimental learning of an adult academician who has been exposed to a whisper campaign which leads to a model of learning under adult learning: &quot;The two and a half learning model.&quot; In this model, two and a half colleagues design and start a whisper campaign that covers five stages: &quot;Targeting,&quot; &quot;Rumor and gossip,&quot; &quot;Slander,&quot; &quot;Complaining and Enlightenment.&quot;
The Critical Multicultural Education Competencies of Preschool Teachers
Author: Acar-Ciftci, Yasemin
Date: 2016-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Measures (Individuals),Foreign Countries,Construct Validity,Teacher Attitudes,Preschool Teachers,Factor Analysis,Knowledge Base for Teaching,Kindergarten,Nursery Schools,Reliability,Item Analysis,Gender Differences,Age Differences,Ethnicity,Native Language,Race,Critical Theory,Nonparametric Statistics,Statistical Analysis

The aim of this study is to determine the perceptions of preschool teachers regarding critical multicultural education competencies. The study is based on &quot;Critical Multicultural Education Competency Model.&quot; The sample of this descriptive research consists of 120 teachers employed at 56 kindergartens and 24 independent nursery classes in the 2014-2015 academic year. The research data is obtained using the &quot;Critical Multicultural Education Competency Scale&quot; (CMECS), which was developed by the researcher. The scale development is carried out with 421 teachers employed in various positions and at different branches in the province of Istanbul. The construct validity is examined by applying exploratory factor analysis and it is found that the scale displays a four-factor structure. The scale, which consists of 42 items, is composed of four sub-dimensions, namely awareness, knowledge, skill and attitude, and the scale can be used as a one-dimensional structure as well. The eligibility of the Critical Multicultural Education Competency Scale (CMECS) for this study is analyzed by looking at the reliability with item analysis. An Alpha model is used for the reliability analysis of the items in the scale and of the sub-dimensions of the scale. As a result of the reliability analysis, which is applied to determine the suitability of the CMECS, it is found that the size of the reliability coefficients vary between 0.674 and 0.887. The reliability coefficient for the whole scale is calculated as 0.811. As a result of the research, it is determined that the preschool teachers find themselves adequate throughout the overall scale but only partially adequate in terms of knowledge and awareness. It is seen that the variables of gender, age, ethnicity and native language cause significant levels of differentiation in the perceptions of the teachers.
Cultural Scripts Resist Reforms in Teacher Education
Author: Huma, Afshan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Context,Cultural Influences,Educational Change,Resistance to Change,Barriers,Teacher Education,Cognitive Processes,Rote Learning,Memorization,Critical Thinking,Educational Practices,Educational Innovation,Educational Sociology,Social Theories,Affordances,Curriculum Implementation,Schools of Education,Active Learning,Habit Formation

As a part of a huge intervention in teacher education programs in Pakistan the author had a firsthand experience of how the &quot;habits of mind&quot; hinder in changing the practices and cultures of teachers and institutions respectively. It has been a part of traditional teaching in Pakistan that only one text book is followed by teachers and students as the only source of knowledge. This not only provides limited knowledge but also inculcates the habit of rote memorization and reproduction of text in exams. No critical thinking and critical pedagogy is adopted. It was tried in the Pre-STEP initiative by USAID and HEC to change this culture at the teacher education institutions. New course guides were developed to initiate research based teaching and learning. The researcher talked to the teacher educators at six institutions twice with a gap of six months to see how they adopted the new culture and what stopped them to change their practices. This paper highlights and identifies what aspects of sociology of teaching stop teacher educators in Pakistan from adopting innovative modes of teaching.
The Effectiveness of Student Extracurricular Activities in Evaluating Violent Behavior among Students in the Preparatory Year at Hail University
Author: Aleid, Alkhamsah Saleh
Date: 2016-00-00
Type: Journal Articles
Subjects: Violence,Extracurricular Activities,Experimental Groups,College Students,Student Behavior,Control Groups,Social Work,Deans,Workshops,Supervisors,Foreign Countries,Student Evaluation

This study aimed to examine the effectiveness of student extracurricular activities in evaluating violent behavior among students in the preparatory year at Hail University. The researcher used the descriptive analytical method, and used two tools for the purpose of the study, the study sample consisted of 104 (violent) female students from the preparatory year. The results of the study showed that the practice of (violent) students in the preparatory year in the areas of extracurricular activities at the University of Hail in the experimental group/pretreatment was very low, and that the students practice in the same group/post treatment was significant. While, the results of the study showed that the practice of (violent) students in the preparatory year in the areas of extracurricular activities at the University of Hail in the control group/pretreatment was very low, and that the students practice in the same group / post treatment was very low. The results of the study also indicated equality between the two groups of the study in violent behavior before using student extracurricular activities. Also, the results suggested that the use of student extracurricular activities had a significant impact in assessing violent behavior among students in the preparatory year at Hail University. The study concluded several recommendations, including: The continued implementation of student extracurricular activities and intentionally involving violent students in them, directing the efforts of universities administration and deanships of student affairs towards raising the level of participation among (violent) students of the preparatory year in the student activities, improving the performance of student activities supervisors at the university by establishing workshops and training sessions, providing the appropriate number of social workers, informing violent female students about extracurricular activities through announcement, involving violent students in the planning process and expressing their desires about student activities, and cooperation with families in the assessment of violent behavior in their daughters and raising their awareness about the risks of this behavior on the individual, family and society.
Effects of Age, Gender, School Class on Cardiopulmonary Resuscitation Skills of Nigerian Secondary School Students
Author: Onyeaso, Adedamola Olutoyin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Gender Differences,Age Differences,First Aid,Pretests Posttests,Quasiexperimental Design,Skill Development,Program Effectiveness,Training,Instructional Program Divisions,Statistical Analysis

Background: The need for training of schoolchildren on cardiopulmonary resuscitation (CPR) as potential bystander CPR providers is growing globally but Nigeria is still behind and lacks basic necessary data. Purpose: The purpose of this study was to investigate the effects of age, gender and school class on CPR skills of Nigerian secondary school students. Methods: Using a pretest-posttest quasi experimental study design, 322 senior secondary school students recruited from four schools in Obio/Akpor Local Government Area of Rivers State, South- South, Nigeria. The cohort was assessed on CPR skills before CPR training, immediately after the training and six weeks later for CPR skills retention. Descriptive, parametric and non-parametric statistics were used to analyze the data with statistical significance set at P &lt; 0.05. Results: The three null hypotheses were all accepted as both age, gender and school class were found not to statistically have any influence on the CPR skills of the participants (P &gt; 0.05). Conclusion/Recommendation: If our current findings are confirmed after further research work, CPR training in our schools should be encouraged for incorporation into our schools' curricula focusing on the senior secondary school students.
Antecedent Factors Affecting Academic Performance of Graduate Students at the Nairobi Evangelical Graduate School of Theology
Author: Mbogo, Rosemary Wahu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Graduate Students,Theological Education,Financial Support,Age Differences,Language Proficiency,Family Influence,Academic Aspiration,Teacher Student Relationship,Questionnaires,Correlation,Interaction,Time Management,Mentors,Grade Point Average

This paper reports the findings of a Master's level thesis work that was done in 1997 to assess the antecedent factors affecting the academic performance of graduate students at the Nairobi Evangelical School of Theology (N.E.G.S.T.), which is currently Africa International University (AIU). The paper reviews the effect of lack of finance on academic performance; the effect of age on academic performance; the effect of language proficiency on academic performance; the effect of family responsibilities on academic performance; the effect of academic aspirations on academic performance; and the effect of student-faculty interactions on academic performance. The study targeted twenty-seven graduate students at the seminary. These respondents were sampled purposively. Data were collected through the use of a semi-structured questionnaire. The items in the questionnaire were developed using a five-point Likert scale. Open ended questions were coded and analyzed thematically. A Chi square correlation analysis was computed to establish the relationship between study variables. Teacher friendly interactions, inspiration for further studies, family responsibilities, language proficiency age and lack of finance were some of the factors identified to be affecting academic performance of students. The paper recommends that time management, regulation of work load and commitment to seeking academic mentorship, are significant components that students need to embrace to enhance their academic performance. As a lecturer a lecturer in the institution, the author observes the practical relevance of the findings despite many changes in the institution. Recommendation is given to conduct more replication studies to investigate factors affecting AIU's students' academic performance in relation to current changes such as cultural, academic and numerical.
The Development of Online Tutorial Program Design Using Problem-Based Learning in Open Distance Learning System
Author: Said, Asnah
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Research Methodology,Online Courses,Methods Courses,Formative Evaluation,Needs Assessment,Program Evaluation,Problem Solving,Distance Education,Cooperative Learning,Tutors,Open Universities,Foreign Countries,College Students

This research aimed to evaluate of online tutorial program design by applying problem-based learning Research Methods currently implemented in the system of Open Distance Learning (ODL). The students must take a Research Methods course to prepare themselves for academic writing projects. Problem-based learning basically emphasizes the process of problem-solving, active learning, and collaborative learning in order to develop problem-solving skills and self-learning abilities. It is expected that the program will be implemented for the students as a learning program as eligible criteria for learning as well as for a good presentation in ODL systems. This research adopted the methods of Research-Based Development (Borg&amp; Gall 2005), and several steps of research-based development methods were used to create effective problem-based learning for the Online Tutorial package of the Research Methods course. The researcher divided the research and development into five stages, namely, Need Analysis, Research Design, Materials Development, Formative Evaluation Design Program, and Implementation Program. The population of study was all students in Semester 2015.2 who took the Research Methods course. The study sample consisted of 20 students, facilitated by two Online Tutor facilitators. Sample selection was carried out randomly regardless of ability or particular capacity. At this stage of development of the learning models, the evaluation model of learning was developed using the expert research method (expert judgments) and designers of learning. The tool is a measuring instrument used in the Evaluation Instrument of the Program. The finding of this research shows that Online Tutorial Program Design has already developed the criteria for learning as well as criteria for a good presentation of students' Open Distance Learning.
Leadership Analysis in K-12 Case Study: &quot;Divided Loyalties&quot;
Author: Alsubaie, Merfat Ayesh
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Leadership,Elementary Secondary Education,Leadership Qualities,Leadership Effectiveness,Academic Achievement,High Schools,Suburban Schools,Principals,Change Strategies,Politics of Education,Human Resources,Leadership Styles

This report mainly aims to provide a critical and in-depth analysis of the K-12 Case, &quot;Divided Loyalty&quot; by Holy and Tartar (2004). The case recounts how the manifestation of inadequate leadership skills in a school setting could affect negatively the performance of students.
Theodore Brameld's Thought Infused in Higher Education Global Studies Curriculum
Author: White, Stephen R.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Curriculum,Global Education,Educational Philosophy

The assertion here is that Theodore Brameld's Social Reconstructionist thought can provide us in American higher education the philosophical foundation for a relevant 21st century curriculum global studies agenda. It is a curriculum that merges self-awareness with global societal evolution. Through the interjection of Brameldian social reconstructionism into the forum of global studies into that of the Arts and Letters for American higher education, learners gain an infusion of emerging collective consciousness that weaves together new ways of knowing through the formation of the curriculum that informs rational thought and empirical action of global social behavior the ultimately cultivates a new normal for humankind. &quot;The consciousness of each of us is evolution looking at itself and reflection upon itself…the whole future of the Earth seems to me to depend on the awakening of our faith in the future&quot; Pierre Teilhard de Chardin (1881-1955). &quot;We shall require a substantially new manner of thinking if mankind is to survive&quot; (Albert Einstein, 1875-1955).
Principals' Administrative Styles and Students' Academic Performance in Taraba State Secondary Schools, Nigeria
Author: Bello, Suleiman
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Administrator Attitudes,Academic Achievement,Questionnaires,Correlation,Regression (Statistics),Secondary School Students,Foreign Countries,Sampling,Student Attitudes,English (Second Language),Second Language Learning,Mathematics Achievement,Predictor Variables

The study determined the relationship between principals' administrative styles and students' academic performance in Taraba State secondary schools, Nigeria. The objectives of the study were to determine the relationships between initiative structure of leadership styles, consideration structure of leadership styles, participatory structure of leadership styles as they affect students academic performance. A null hypotheses was raised and tested at 0.05 level of significance. Correlation research was adopted as a design for the study., the population of the study comprised all the 4,300 teachers' and 10,750 students registered with Taraba State Teaching Service Board. Using stratified random sampling, 430 teachers representing 10% of the population were randomly selected from the 8 education zones spread across the state. Proforma was using in collecting academic performance record of the 10,750 secondary school students who graduated from 2009-2011. 30 Items Questionnaire was also used as the second instrument for data collection in this study. Using Pearson Product Moment Correlation Coefficient, and Regression analysis, data were analysed, The results of the study revealed that there were no significant relationships between principals initiative administrative styles and students' academic performance in English language. The findings also revealed no significant relationships between consideration structure of principals' administrative styles and students' academic performance in English language. The findings further revealed no significant relationships between participatory administrative styles of principals' and student academic performance in senior secondary schools in English language for the year 2010, and in Mathematics 2010 and 2011 respectively. It further revealed that among the three leadership styles, none is the best predictor of students' academic performance in Taraba State secondary schools. Based on these findings, it was recommended among others that School administrators should explore ways and means of using varying administrative styles that could yields the much needed results of enhancing students' academic performance in Taraba State secondary schools.
Using Comparative International Studies for Modeling Educational Effectiveness: A Secondary Analysis of PISA-2009 Study
Author: Azigwe, John Bosco
Date: 2016-00-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Reading Achievement,Comparative Analysis,Educational Research,Instructional Effectiveness,Hierarchical Linear Modeling,Context Effect,Student Characteristics,Student Motivation,Educational Opportunities,Educational Environment,Comparative Education,Models,Institutional Characteristics

International surveys of student achievement are becoming increasingly popular with governments around the world, as they try to measure the performance of their country's education system. The main reason for this trend is the shared opinion that countries will need to be able to compete in the &quot;knowledge economy&quot; to assure the economic well-being of their citizens. This paper argues that secondary analyses of international comparative studies can help the development of the theoretical framework of educational effectiveness research. Toward this end, we present the results of a secondary analysis of PISA-2009 study which investigates the validity of the Dynamic model of Educational Effectiveness Research especially with regards the school level factors. Across country multilevel analysis of reading achievement revealed the importance of contextual factors and student level factors included in the dynamic model, especially student motivation, opportunity to learn, and school climate factors. Additionally, a comparative analysis with six countries seems to suggest that the model holds for individual countries as well especially at the student level. Based on these results, we draw implications for the design of comparative studies aiming to contribute to the development of evidence-based reform policies in education.
Determination of Knowledge, Attitudes and Behaviors Regarding Factors Causing Home Accidents and Prevention in Mothers with a Child Aged 0-5 Years
Author: Akturk, Ümmühan
Date: 2016-00-00
Type: Journal Articles
Subjects: Accidents,Prevention,Family Environment,Statistical Analysis,Mothers,Age Differences,Educational Attainment,Hospitals,Pediatrics,Preschool Children,Questionnaires,Parent Attitudes,Family Income,Family Size,Parent Child Relationship,Foreign Countries,Correlation,Mother Attitudes

Objective: In this study, it was aimed to determine knowledge, &quot;attitudes&quot; and &quot;behaviors&quot; in mothers with a child aged 0-5 years regarding factors causing &quot;home accidents&quot; and prevention. Method: The target population of the study consisted of mothers with a child aged 0-5 years who were admitted to pediatrics ward of A County Hospital. The sample size was determined as 305 subjects by power analysis. Overall, 340 mothers were recruited. The data sheet developed by researchers and a questionnaire on parental attitudes about home accidents developed by Yalaki et al. were used for data collection. Before data collection, verbal consent was obtained from mothers. The study was approved by local Ethics Committee. Data were analyzed by using Kruskal-Wallis test, t test and chi-square test. Results: Mean age was 30.11 ± 5.8 years among mothers included. A significant association was detected between experiencing home accident and maternal age, maternal education level, number of child, number of person in the family and income of family (p&lt;0.05). In this study, it was found that wrong attitudes and behaviors were more common among mothers of children experienced home accident (p&lt;0.05). Conclusions: It was found that there is a significant association between home accident and maternal age, maternal education level, number of child, number of person in the family, residence and income level. In addition, it was found that mother of &quot;children&quot; experience home accident have inappropriate attitudes and behaviors regarding prevention of home accidents and that education is an important factor in prevention of home accidents.