ethanporcaro/eric-fulltext-meta huggingface dataset:
Stakeholder Capacity Building in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya
Author: Karimi, Stella Silas
Date: 2021-00-00
Type: Journal Articles
Subjects: Capacity Building,Elementary School Students,Program Evaluation,Foreign Countries,Counties,Literacy Education,Numeracy,Program Effectiveness,Correlation,Workshops,Seminars,Stakeholders,Models,Teaching Methods,Teacher Attitudes,Administrator Attitudes

To create a radical change within the educational system in public primary schools in Kenya, there is need to invest more on stakeholder capacity building specifically on monitoring and evaluation educational programme. The purpose of this article is to establish the extent to which stakeholder capacity building for monitoring and evaluation influence performance of literacy and numeracy educational programme. Despite numerous initiatives by key stakeholders to better performance of pupils little has been achieved. A descriptive survey research design and correlation design was adapted. Data collected from the respondents by use of questionnaires and interview guide from target population of 2052 and a sample size of 335. Data was analyzed using SPSS version 25 and results presented in tables and figures. Pearson moment correlation coefficient (r) were computed. The coefficient determination of R[subscript 2] is 0.456 this is an indicator that R[subscript 2] was the coefficient of determination of this model and it depicted that data collection explained 46%. The remaining 54% was explained by other factors. The overall F statistics 233.446 with p-0.00b&lt;0 0.05 implying there is statistically significant relationship between stakeholder capacity building and performance of literacy and numeracy educational programme. The research suggests that stakeholder capacity building is part of the Participatory Monitoring and Evaluation process, so it must be observed at all stages to ensure educational programme are implemented to the latter by bringing on board all the key stakeholders in education and particularly in literacy and numeracy skills aspects.
The Development of &quot;Friend from Heart&quot; Application Based on Line System to Promote Well-Being of Undergraduate Students of Faculty of Education, Kasetsart University
Author: Jitanan, Manatee
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Well Being,Friendship,Physical Health,Mental Health,Counseling Services,Mental Health Programs,Schools of Education,Health Promotion,Help Seeking,Exercise,Eating Habits,Health Services,Computer Mediated Communication,Scheduling,Computer Oriented Programs

Depression and suicide rates among youths tended to increase. From reviews, many applications and online counseling could reduce depression and anxiety to promote well-being of youths and university students effectively. This study was conducted to develop &quot;Friend from heart&quot; application based on LINE system to promote well-being for undergraduate students of faculty of education, Kasetsart University. The research method included the survey of basic data for developing the application and evaluation of the application by specialists. A total of 72 voluntary students were invited to join an online survey. It was found that most of the students (81.94%) wanted applications that provide physical health information such as exercise, eating healthy food, and health care. However, about 16.66% of students needed an application that can speak or listen problems with video calls. Then, researchers took the services that students were interested more than 50% to develop the applications. It worked through the application, consisting of chatbot, physical health, mental health, and appointment with counselor. The index of item-objective congruence was 0.66-1.00 with additional specialists commenting that the application had an interesting design with good structure to help students. For ethical approval, it was obtained from the Kasetsart University Research Ethics Committee.
Conceptualising &apos;Disaster Education&apos;
Author: Kitagawa, Kaori
Date: 2021-00-00
Type: Journal Articles
Subjects: Natural Disasters,Emergency Programs,Crisis Management,Risk Management,Teaching Methods,Intellectual Disciplines,Lifelong Learning,Public Education,Informal Education

'Disaster education' has been studied in various disciplines such as disaster risk management and environmental studies. However, disaster education is a relatively 'new enquiry' in the field of education. Particularly, the literature that conceptualises 'disaster education' in education is minimal. This paper aims to fill this gap by synthesising existing disaster education literature linking them with educational concepts. The paper suggests three possible conceptualisations for disaster education. The first is based on a temporal distinction between education undertaken in usual times or unusual times. The second conceptualisation applies modes of learning and teaching: formal, non-formal and informal. Thirdly, establishing disaster education as a sub-discipline in the field of education is proposed: one sub-discipline is lifelong learning and the other is public pedagogy. Critiquing each method of conceptualisation, the paper argues for the suitability and usefulness of locating 'disaster education' within public pedagogy.
The Investigation of Critical Thinking Disposition among Kasetsart University Students
Author: Boonsathirakul, Jittinun
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Thinking Skills,Undergraduate Students,Student Characteristics,Correlation,Gender Differences,Instructional Program Divisions,Self Esteem

This research study aims to investigate university student's critical thinking disposition (CTD). The sample includes 633 undergraduate students at different levels from Kasetsart University, Thailand. The analysis was based on convenience random sampling. The CTD instrument comprises 24 Likert scale. The subscales consisted of seven crucial dimensions: truth-seeking, open-mindedness, analyticity, systematicity, critical thinking self-confidence, inquisitiveness, and cognitive maturity. The cumulative percent of variance was 61.84%. Cronbrach's alpha for the overall instrument, the disposition toward critical thinking was 0.78. The findings revealed that critical thinking disposition has no distinctive correlation to significant difference towards gender and the different levels of university students significantly, particularly at the level of p&lt;0.05.
Evaluation of Diversity Programs in Higher Education Training Contexts in Spain
Author: Pérez-Jorge, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,College Faculty,Teacher Competencies,Student Needs,Accessibility (for Disabled),Inclusion,Institutional Characteristics,Teaching Methods,Educational Technology,Technology Uses in Education,Educational Finance,Enrollment

Measures adopted by educational systems to improve and adapt the educational response of pupils with disability or diversity conditions arising from their personal and social conditions, have enabled them to gain tenure throughout the various stages of education. Educational institutions have been progressively adapting and responding to the educational needs of students who start university, and this fact highlights the lack of inclusive culture in university institutions. The lack of training of university teachers in the educational response to the needs of students with disabilities is evidenced by the high dropout rates of this group and in successive complaints of teachers who do not have the skills or tools to cope with this situation successfully. The review of a set of 75 programs developed by different Spanish universities to meet the needs of these students shows an insufficient institutional and administrative response while reflecting the lack of unity of jointly developed criteria.
Scenario-Based Instruction: The Case of Foreign Language Training at Multidisciplinary University
Author: Almazova, Nadezhda
Date: 2021-00-00
Type: Journal Articles
Subjects: Vignettes,Teaching Methods,Instructional Effectiveness,Second Language Instruction,Communicative Competence (Languages),Communication Strategies,Classroom Communication,Active Learning,Questioning Techniques,Graduate Students,Preservice Teachers,Internship Programs,Foreign Countries

Strong communication skills, in varied professional settings, have become an absolute necessity for young professionals. Therefore, university educators are challenged to provide novice specialists with the effective foreign language training that could bring the real professional world into the classroom. This study suggests an innovative method for teaching communication skills to students, through the use of real-life scenarios, drawn from the professional context. The core objective of the research was to define whether the scenario-based instruction could effectively enhance the development of professional communication skills of students in the context of university foreign language training. The data were collected through active observation and critical incidents technique, analyzed and summarized by means of descriptive statistics. The results of the study indicate the efficacy of scenario-based communication training in higher education. However, scenario-based instruction requires careful assessment of learners' needs and expectations, thoughtful selection and design of teaching materials, and the development of an active learning environment.
Secondary Mathematics Teachers&apos; Perception of Their Readiness for Emergency Remote Teaching during the COVID-19 Pandemic: A Case Study
Author: Rodríguez-Muñiz, Luis J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Readiness,Emergency Programs,School Closing,Pandemics,COVID-19,Online Courses,Educational Technology,Technology Uses in Education,Mathematics Teachers,Technological Literacy,Teacher Education,Adjustment (to Environment),Pedagogical Content Knowledge,Teaching Methods,Gender Differences,Age Differences,Foreign Countries

The coronavirus disease 2019 (COVID-19) pandemic caused a worldwide unexpected interruption of face-to-face teaching and a sudden conversion to emergency remote teaching (ERT). In this exploratory study, a sample of 244 secondary mathematics teachers was considered to analyze their perception of their readiness to ERT during the COVID-19 pandemic based on their technological pedagogical content knowledge (TPCK), their previous training in digital teaching tools, their level of digital competence for teaching mathematics, and their adaptation to ERT. An online questionnaire was applied, and the answers were quantitatively analyzed. Given the use of a large number of digital resources and the high percentage of self-developed materials using educational software, secondary mathematics teachers reflected adequate digital competence and TPCK for teaching mathematics. The sudden transition to ERT forced teachers to slow down the pace of teaching and to reduce the content taught. Significant differences were observed based on gender and age with respect to teachers' perception of their adaptation to ERT. Despite the positive influence of previous training on their perception of readiness for ERT, in general, teachers recognized that they need more training. The demand for preparation for video editing and online quiz composition can be considered for the design of future training programs.
Development of Game-Based M-Learning Apps for Preschoolers
Author: Laranjeiro, Dionísia
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Computer Software,Computer Games,Preschool Children,Game Based Learning,Scientific Research,Personal Autonomy,Guidelines,Web Sites,Preschool Curriculum,Kindergarten,Computer Simulation,Teacher Attitudes,Childrens Attitudes,Health,Citizenship,Occupations,Environment,Program Descriptions,Foreign Countries

Recent studies indicate tablets as the preferred devices of preschool children, due to portability, autonomy of use and variety of apps. There is also extensive evidence of the contributions of digital technologies in different areas of learning at these ages. The Aprender XXI project aimed to develop game-based learning apps, with content recommended in the Curriculum Guidelines for Pre-School Education (CGPE). The project used Design-Based Research (DBR) methodology, which combines scientific research and technological development. It was divided into three phases: preliminary study (literature review, search for existing apps, study of preschool curriculum), development (specifications, scriptwriting, design and programing) and evaluation (tests with users and conclusions). The preliminary study identified the needs to define robust apps. The evaluation with children and educator validated the development and defined improvements in the apps. As a result, we obtained four thematic apps--environment, health, citizenship and professions, composed of a set of games, suitable for autonomous use for children or for educational activities guided by educators in kindergarten. In addition, a website collects children's play data, which is represented with flowers in a virtual world, to illustrate their participation/collaboration for a better future.
Designing an Accounting Course Module on Cost Allocation: Pedagogical and Didactical Considerations from a Norwegian Perspective
Author: Timoshenko, Konstantin
Date: 2021-00-00
Type: Journal Articles
Subjects: Accounting,Instructional Design,Costs,Undergraduate Students,Management Development,Universities,Learning Processes,Teaching Methods,Teaching Experience,Foreign Countries,COVID-19,Pandemics,Teacher Attitudes,College Faculty,Models,Distance Education,Educational Technology

This paper aims to elucidate some didactical and pedagogical issues related to the design of a course module on cost allocation, a pivotal topic in management accounting education at the undergraduate level around the globe. The module in question is specifically tailored to third-year undergraduates in business pursuing a major in accounting-related topics. As a theoretical backdrop, the paper draws on the didactical relationship model developed by Norwegian education researchers Hiim and Hippe. While it has proved to be of considerable value in planning education and teaching in Norwegian primary and upper secondary schools, this model, to the best of the authors' knowledge, has not previously been applied in the context of accounting education at the university level. Without seeking to wholly generalize our thoughts and views to all higher educational institutions, we refer, in this paper, primarily to our own personal experiences of teaching management accounting gained at the three Norwegian universities, namely, Nord University, University of South-Eastern Norway, and The Arctic University of Norway. It is argued in this paper that the didactical relationship model may be of great help to accounting educators by providing an illustrative account of key conditioning factors (didactic elements) to consider while planning the learning process. Additionally, the paper strives to delve deeper into the use of technology in light of the current COVID-19 situation that we are all locked in.
The Student Relationship Management System Process with Intelligent Conversational Agent Platform
Author: Phuengrod, Siriluk
Date: 2021-00-00
Type: Journal Articles
Subjects: Management Systems,College Students,Artificial Intelligence,Technology Uses in Education,Student College Relationship,Foreign Students

The objectives of the study were as follows: (1) to study of the component of the student relationship management system process with intelligent conversational agent platform, (2) to design the student relationship management system process with intelligent conversational agent platform, and (3) to evaluate the student relationship management system process with intelligent conversational agent platform provided by seven experts who had experience in a related field. The study findings suggested that the component of student relationship management system process with intelligent conversational agent platform base on Intelligent student relationship management of Nutthapat and Panita consists of 8 components: (1) Student relationship management strategy, (2) Student life cycle, (3) Student retention, (4) Student services (5) Student identify, (6) Valued student experience (7) Value proposition development and (8) Network development. After analyzing the data, it showed that the overall result of the evaluation of the student relationship management system process with intelligent conversational agent platform was at a very high appropriate level, which can be applied to real situations.
Gender Differences in Teachers&apos; Recognition of Overexcitabilities among Gifted Adolescent: An Experimental Vignette Study of Twice-Exceptionality
Author: Krayem, Malak
Date: 2019-00-00
Type: Journal Articles
Subjects: Gender Differences,Adolescents,Secondary School Teachers,Secondary School Students,Academically Gifted,Emotional Response,Student Characteristics,Student Behavior,Foreign Countries,Gifted Disabled,Special Schools,Behavior Problems,Emotional Problems,Knowledge Level,Symptoms (Individual Disorders),Attention Deficit Hyperactivity Disorder

The study aims to examine gender differences in schoolteachers' recognitions of overexcitabilities (OEs) among gifted adolescents in Jordan. The participants included 46 (32 female, 14 male) secondary school teachers who teach grades 9 to 12 at the Jubilee School for Gifted and Talented Students in Jordan. The researchers used Experimental Vignette Methodology to explore (EVM) Jordanian teachers' recognitions, and meanings about OEs. Teachers responded to questions of five distinctive vignettes representing the five forms of OE. The study findings indicate that those female teachers were considerably more capable of identifying Emotional, Imaginational, and Sensual OEs in gifted adolescents than male teachers. However, both genders of teachers recognized Emotional OE as the most intense behavior, and Imaginational OE as the least intense behavior. The results were reported and discussed.
The Demographic Transformation of the Teaching Force in the United States
Author: Ingersoll, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education,National Surveys,Population Trends,Public Schools,Private Schools

This article summarizes the results of an exploratory research project that investigated what demographic trends and changes have, or have not, occurred in the elementary and secondary teaching force in the U.S. over the past three decades, from 1987 to 2018. Our main data source was the Schools and Staffing Survey and its successor, the National Teacher Principal Survey, collectively the largest and most comprehensive source of data on teachers available in the U.S. These surveys are conducted by the National Center for Education Statistics (NCES), the statistical arm of the U.S. Department of Education. The results show that the teaching force has been, and is, greatly changing; yet, even the most dramatic trends appear to have been little noticed or understood by researchers, policy makers, and the public. This article summarizes seven of the most prominent trends and changes that we found. The U.S. teaching force is: larger; older; less experienced; more female; more diverse, by race/ethnicity; consistent in academic ability; unstable. For each of the trends, we explore two broad questions: 1. What are the reasons for and sources of the trend? 2. What are the implications and consequences of the trend?
Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English
Author: Siqueira, Sávio
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Theory,English (Second Language),Second Language Instruction,Second Language Learning,Language Role,Global Approach,Self Concept,Professional Identity,Language Teachers,Secondary Education,Higher Education,Multicultural Education,Cultural Awareness,Teacher Competencies,Role Perception,Foreign Countries

Based on an ethnographic research study involving Brazilian teachers from different educational contexts in the city of Salvador, Brazil, this paper aims to approach and discuss the dialogic relationship between critical pedagogy and language education, within the context of English as a global lingua franca. The main goal of the original work was to investigate how EFL teachers see themselves as language professionals in the contemporary world, how aware they are of the implications related to the condition of English as an international language or a global lingua franca, and to what extent they conceive teaching the language under a critical intercultural pedagogy. Data were generated through a questionnaire, class observation sessions, and video recordings of semi-structured group interviews in which issues like the globality of English, culture teaching, interculturality, and critical (language) pedagogy were approached and debated. Results have shown that participants are aware of the implications of the global status of English and that teaching the language in these current times cannot happen in a neutral and/or uncritical way. It was also revealed that teachers find difficult to systematize the teaching of culture in their EFL classes, as much as it is challenging for them to see themselves as critical intercultural professionals who can engage in critical pedagogy in their specific educational settings.
General and Physics-Specific Mindsets about Intelligence and Giftedness: A Study of Gifted Finnish Upper-Secondary-School Students and Physics Teachers
Author: Makkonen, Taina
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Intelligence,Beliefs,Academically Gifted,Talent Development,Science Teachers,High School Students,Adolescents,Gender Differences,Instructional Program Divisions,Teaching Experience,Foreign Countries

A key factor in supporting talent development among gifted students is the fostering of a growth mindset in their learning. However, there has been little research on the subject-specific mindsets of these students and their teachers. This study examined the mindsets of academically gifted Finnish upper-secondary students (N = 164) and Finnish physics teachers (N = 131) concerning overall and physics-specific intelligence and giftedness. A quantitative approach was used, the data being collected through online questionnaires. The mindsets of both students and teachers were more malleable with regard to intelligence than to giftedness, but with regard to giftedness the teachers' mindsets were more malleable than those of their students. Gender- and grade-level-related differences were found among the students. Among the teachers, variances related to teaching experience, those with the least experience having the most malleable mindsets. The students had similar general and physics-specific mindsets, whereas the teachers' physics-specific beliefs were more malleable than their general beliefs. The mindsets of the gifted students were not particularly growth-oriented, indicating that encouraging malleability may help them to reach their full potential. The results also highlight the need to distinguish between the terms intelligence and giftedness in research on mindsets.