ethanporcaro/eric-fulltext-meta huggingface dataset:
The Level of Involvement of 6-8 Year Old Children in Housework in Urban Areas and Its Effect on Academic Performance in Early Childhood at City Primary School, Nairobi, Kenya
Author: Ambetsa, Esther Kulundu
Date: 2016-00-00
Type: Journal Articles
Subjects: Young Children,Housework,Urban Areas,Instructional Effectiveness,Academic Achievement,Elementary Schools,Foreign Countries,Holistic Approach,Child Development,Early Childhood Education,Competence

Research in early childhood emphasizes the interplay between the home and the school in enhancing quality holistic experiences of children in the early years. However the rise in industrialization and technological advancements in modern day society have had tremendous effects on childhood experiences that have all along been significant to the development of children including the participation of children in housework. Participation of children in housework is a traditional practice that has been imperative in the holistic development of school children including academic competences. However, current research does not show whether this practice is still being upheld, especially in the urban households where the effects of modernity are the greatest. This gap in knowledge was the basis for conducting this study. This was a descriptive study whose purpose was to find out whether or not school children in urban households are being involved in housework and how this relates to the academic performance. Qualitative methods of data collection and analysis were used and purposive sampling techniques were employed. Target population were 6-8 year old children, parents and teachers City Primary school, Nairobi County, Kenya. Naturalistic observations of the children at home and at school and in-depth interviews and questionnaires were the primary sources of data. Qualitative analysis procedures were used to analyse the data collected and the generated theory was compared to existing theory. The findings showed that most children in urban areas did not participate in housework. Children's main activities at home included doing school assignments, play and watching television. School work and house helps were a major competing force to children's participation in housework. Recommendation is that parents, teachers and policy makers should be enlightened on the role of housework in developing academic competence in children.
Academic and Social Support Services for International Students: Current Practices
Author: Martirosyan, Nara M.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Foreign Students,Academic Support Services,Student Personnel Services,Social Support Groups,Social Adjustment,Student Adjustment,Best Practices,Second Language Learning,English Language Learners,Professional Development,Workshops,Family Programs

: International students make valuable intellectual, cultural, and economic contributions to host-country colleges and universities. Some U.S. institutions enrolling greater numbers of international students offer a variety of specialized services designed to support students' social adjustment, academic achievement, and language development in ways that potentially lead to greater retention and international student engagement. In this exploratory study, researchers analyzed website content to describe the types of support services offered by the top 20 U.S. universities with the greatest enrollment of international students in 2016. Implications are offered for U.S. higher education leaders interested in offering services to attract, support, and retain international students in an uncertain national political environment.
Exploring Teachers&apos; Resilience in Relation to Job Satisfaction, Burnout, Organizational Commitment and Perception of Organizational Climate
Author: Polat, Deniz Demir
Date: 2018-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Correlation,Job Satisfaction,Teacher Burnout,Organizational Climate,Teacher Attitudes,Work Ethic,Work Attitudes,Persistence,Foreign Countries,Teacher Persistence,Teaching (Occupation),Preschool Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers

This study is a descriptive research study investigating the relationship of teachers' resilience levels with job satisfaction, burnout, organizational commitment and perception of organizational climate. Within the scope of the study, teachers' resilience level was also investigated with regard to its relationship with gender, age, experience and the school level they teach. The study group consisted of 581 teachers. The data were collected through &quot;Personal Information Form&quot;, &quot;The Resilience Scale for Adults&quot;, &quot;Job Satisfaction Scale&quot;, &quot;The Burnout Measure Short Version&quot;, &quot;Organizational Commitment Scale for Teachers&quot; and &quot;The Organizational Climate Description Questionnaire.&quot; The results revealed a significant negative relationship between teachers' resilience levels and burnout; and significant positive relationships between teachers' resilience levels and organizational commitment, job satisfaction and perception of organizational climate. As a result of the one way ANOVA analysis regarding the differences between resilience levels of the teachers working at different school levels, it was found out that the resilience level of the teachers working at high schools differ significantly from the ones working at secondary schools in the family cohesion subscale, one of the sub dimensions of resilience. Additionally, resilience levels of the teachers who work at secondary schools were found to be significantly lower compared to the teachers who work at elementary schools and high schools. When the level of resilience was examined in relation to gender, it was concluded that there was no significant difference between the mean scores of the male and female teachers. The only significant difference was found in the perception of self subscale, where the mean scores of the male teachers were higher than the female teachers. There was no significant difference in teachers' resilience or sub-scales of it in terms of age and experience of the participants.
Effects of Peer Relationships on Parent-Youth Relationships and Self-Differentiation
Author: Cao, Juan
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Determination,Parent Child Relationship,Correlation,Intimacy,Interpersonal Relationship,Peer Relationship,Asians,College Students,Fathers,Self Concept,Undergraduate Students,Foreign Countries,Measures (Individuals),Mothers

We aimed to explore how romantic relationship status affects the moderating effect of peer relationships on associations between parent-youth relationships and Self-differentiation. Chinese college students (N=389) completed measures to assess the Self-differentiation, parent-youth relationships, peer relationships, and romantic relationships. Results revealed that the interaction effect between peer discord and father-youth discord was not significant for romantically involved participants (?=0.22, SE=0.02, p=0.13), while the interaction effect between peer discord and father-youth discord was significant for single participants (?=0.20, SE=0.01, p&lt;0.05). In other words, the protective effect of peer relationships on the associations between parent-youth relationships and differentiation of self was effective only for single participants. The theoretical and practical implications of these findings are discussed.
Undergraduate International Student Enrollment Forecasting Model: An Application of Time Series Analysis
Author: Chen, Yu April
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Students,Enrollment Projections,Models,Prediction,Educational Policy,Enrollment Trends,Human Capital,Public Policy,Tuition

This study developed statistical models to forecast international undergraduate student enrollment at a Midwest university. The authors constructed a Seasonal Autoregressive Integrated Moving Average model with input variables to estimate future enrollment. This model reflected enrollment patterns by semester through highlighting seasonality. Further, authors added input variables such as visa policy changes, the rapid increase of Chinese undergraduate enrollment, and tuition rate into the model estimation. The visa policy change and the increase of Chinese undergraduate enrollment were significant predictors of international undergraduate enrollment. The effect of tuition rates was significant but minimal in magnitude. Findings of this study generate significant implications for policy, enrollment management, and student services for international students.
Interdependent Cross-Age Peer Tutoring in Mathematics
Author: Zeneli, Mirjan
Date: 2018-00-00
Type: Journal Articles
Subjects: Cross Age Teaching,Peer Teaching,Tutoring,Tutors,Mathematics Instruction,Foreign Countries,Instructional Effectiveness,Program Implementation,Effect Size,Secondary School Students,Intervention

Peer tutoring is a form of structured peer learning technique. This study develops and tests a new form of peer tutoring technique, 'Interdependent Cross-Age Peer Tutoring' (ICAT). The method is informed by the 'what works literature' within peer tutoring and brings together crucial elements which have been shown to provide high effect sizes. Specifically, ICAT consists of an autonomous/informative structure, with students setting their goals in a cross age peer tutoring mathematics context. ICAT was implemented for six weeks in three different schools across England, with teachers concentrating on teaching their planed topics. School A (n=95) Year 8 students tutored Year 6, school B (n=65) Year 9 tutored Year 7, and school C (n=44) Year 10 students tutored year 8. Schools A and B adopt a pre/post-test quasi-experimental design and school C adopts a single group pre/post-test design. Research made instrument were applied to measure tutees performance gains. Classroom and paired observation were conducted for each school and the ICAT lesson materials for the six weeks were analysed to establish intervention fidelity. School A showed the highest ICAT implementation and effect size, 0.92, significant at (p&lt;0.001). However the findings should be interpreted with caution due to a weak research design.
Assessing and Promoting Student-Centered Teaching and Learning Practices Using a Quantitative Educational Planning Tool: Results of 2016 Indiana Case Study
Author: Peace, Terrell M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Educational Planning,Individualized Instruction,Teacher Surveys,Elementary School Teachers,Middle School Teachers,High School Teachers

This article provides information about an Indiana regional quantitative research study conducted in 2016 as part of a comprehensive national study designed to promote reflections about contemporary teaching-learning practices using a discrepancy survey instrument. This Indiana case study contained data about the differences between the desired instructional practices of 111 contemporary classroom teachers and their actual practices related to differentiating instruction. The objective of the national research project is to promote educators' recognition and appreciation of the fact that many differentiation strategies, techniques, and activities are implemented on a frequent basis in several different teaching-learning contexts. The survey instrument used in this study serves as a valuable tool to measure the specific level of implementation and to assist educators in their respective planning activities for instructional improvement in diverse contexts. This Indiana case study provides valuable quantitative reference information to facilitate the promotion of greater differentiation in micro-local contexts as well as in regional and global settings.
Planning for School Building Equity: The British Columbia Experience
Author: Earthman, Glen I.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Planning,Language Planning,Long Range Planning,Equal Education,English Language Learners,Language Minorities,Outcomes of Education,Parent Attitudes,Court Litigation,Special Schools,Academic Achievement,School Buildings

Under Section 23 of the Canadian Charter of Rights and Freedoms, children of parents whose first language is French are provided separate schools and promise the same educational opportunity for these schools as the English Language schools. Because the Francophone schools have been establish long after the common schools for all students in the Providence have been, the Counceil Scholaire Francophone (CSF), which is the governing body of the Francophone schools has had a struggle finding adequate school buildings. Many of the Francophone students are in either rental school facilities or school buildings that have been abandoned by the English Language schools because they were obsolete. The parents complain that because the students are in rental facilities, long range planning is not possible. Other complaints were that the schools were old and did not look attractive and were not large enough to fully implement the curriculum. These problems and concerns lead to the filing of a complaint that the students of French Language parents were being discriminated against by the Ministry of Education. The Ministry of Education employed an expert witness to examine the complaints of the parents to see if there was a valid claim that the complaints were related to educational outcomes of students. The expert witness found that none of the parental complaints were related to research indicating the complaints would influence student educational outcomes. The initial legal complaint was adjudicated in favor of the Francophone parents and was then appealed to the British Columbia Supreme Court by the Ministry of Education. The appeal has not been settled as yet, but there are serious questions raised by the suite regarding the equity of the Ministry of Education actions.
Changing Approaches to Address Student Academic Achievement Gap: Recommendations for School Reforms and Reformers
Author: Aljabri, Nayyaf R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Trends,Academic Achievement,Achievement Gap,Educational Change,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Achievement,Mathematics Tests,Science Achievement,Foreign Countries,Science Tests,Economically Disadvantaged,Comparative Education,Scores,Educational Practices,Models

The Trend in International Mathematics and Science Study reveals how the math and science achievement of students in participating countries compares with that of their international peers. Since 1995, the results have been surprising and disappointing for some countries. Astonished and disappointed by such outcomes, scholars and educational leaders are turning to top-achieving countries for approaches to close the achievement gap. To reverse the achievement gap, it is imperative to consider whether approaches used in top-achieving countries deserve primacy over approaches used within-country. Using TIMSS data, findings from this study show that every country in the sample has schools from which reformers could draw approaches to close the achievement gap. Additionally, this study revealed existence of schools serving disadvantaged students achieving at the top and schools serving advantaged students achieving at the bottom. Based on these findings, we highlight the importance of considering approaches used within-country by proposing a framework for education reformers as to where and how to initiate reform to close the achievement gap.
Planning for Innovation and Disruption in a Global Environment
Author: Richardson, Michael D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Innovation,Higher Education,Educational Technology,Technology Uses in Education,Educational Change,Strategic Planning,Educational Planning

Higher education faces its greatest combinations of challenges: economic uncertainty, accountability and globalization: overlaid by emerging technologies. University leaders face the twin trials of dramatic decreases in public financial support and the increasing cost of resources to avoid technological obsolescence. Technologies continue to evolve that will disrupt higher education in the future. The challenge for traditional universities whose concentration historically has been the production of knowledge in the form of human capital, research, and scholarship is to be able to tap into the expanding need for lifelong learning. Access to higher education will be a necessity for job mobility and economic success. Survival for universities requires modification and adaptation. Traditional educational paradigms have changed and the physical university is now a combination multi-dimensional education model. All these changes demand planning, specifically strategic planning, if higher education institutions are to be competitive and ultimately successful.
Faculty Views on International Students: A Survey Study
Author: Jin, Li
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,College Students,Foreign Students,Online Surveys,Barriers,Student Adjustment,Academic Achievement,Teacher Characteristics,Correlation,Ethnicity,Multilingualism,Language Skills,Educational Experience,Study Abroad,Teacher Selection,Learning Experience,Teacher Student Relationship,Faculty Development,Social Adjustment,Cultural Differences,Social Bias

This article investigates perceptions of international students among faculty at a university in the United States. Based on data collected from a large-scale online survey (n = 261), the study explores four issues: (1) faculty perceptions of international students' positive attributes; (2) faculty perceptions of international students' academic and social challenges; (3) faculty perceptions of their own challenges when teaching international students; and (4) statistically significant relationships between faculty views and their own background characteristics, including ethnicity, academic status, multilingual skills, birth place, and experience studying or living abroad. Results offer new insights on faculty beliefs and highlight key considerations in the hiring, training, and support of faculty to promote positive learning experiences for international students.
Planning for Improvements in Boys&apos; Academic Performance: Toward a Better Understanding of Teacher-Student Relationship
Author: Thompson, Canute
Date: 2017-00-00
Type: Journal Articles
Subjects: Males,Academic Achievement,Teacher Student Relationship,Foreign Countries,High School Students,Underachievement,Correlation,Student Attitudes

This article explores the quality of teacher-student relationship as it relates to the academic performance of Jamaican male high school students when compared to their female counterparts. The study examined data from a regional examination body and found that girls out-performed boys in all subjects in the period 2011-2016. In extracting data from another study, it was found that boys had less positive perceptions of their relationships with their principals and teachers than girls. This article points to the need for educational practitioners and policy makers to adopt new ways of engaging boys in the teaching and learning process. Attention needs to be paid to the emotional and interpersonal needs of boys.
Cybertherapogy: A Conceptual Architecting of Presence for Counselling via Technology
Author: Alvandi, Ebrahim Oshni
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Counseling,Psychotherapy,Counselor Client Relationship,Psychological Patterns,Empathy

The growing urge for mental health via telecommunication systems argues for such services to be discussed at the field of human-computer interaction. However, in spite of the research and evidence that express effectivity of telecounselling, details about the transition to computer-mediated environment are still uncharted. &quot;Cybertherapogy&quot; was coined in this regard to build a schema for engaging and creating meaningful therapy experiences during remote sessions. The model labels strategies that mental health providers should include in their services. Cognitive, counselling, and emotional modules were intersected and overlapped to construct the domains of therapeutic presence in cyberspace. This architecture of emotional agency has been synthesised for psychotherapy by the ongoing concepts and theoretical foundations of present study and electronic learning engagement. It is believed that the model will enable therapists to facilitate their remote, professional engagement with clients and help design administrative tactics for adequate therapy services.
Canonical Analysis of the Association between Attention-Deficit/Hyperactivity Disorder with Some Psychological Problems among Students
Author: Asghari, Arezou
Date: 2019-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Addictive Behavior,Depression (Psychology),Anxiety,Fear,Females,College Students,Correlation,Foreign Countries

This study aimed to investigate the relationship between ADHD with internet addiction, depression, anxiety, stress and social phobia. The study was a descriptive-correlation study. Statistical Population of the study was females' students from Kosar university of Bojnord and, among which 327 students were selected by random sampling method. Participants completed ADHD Self-report Questionnaire (ASRS), Internet Addiction Test (IAT), Depression, Anxiety and Stress Scale (Das-21), and Social Phobia Inventory (SPIN). Data were analyzed by applying Pearson correlation coefficient and canonical correlation analysis statistical tests and SPSS version 23. Pearson correlation's results showed that ADHD components (attention deficit and hyperactivity/impulsivity) had positive significant relationships with internet addiction, depression, anxiety, stress and social phobia (p&lt;0.01). In addition, canonical correlation results indicated there were significant relationships between attention deficit and internet addiction, depression, stress and social phobia and also hyperactivity/impulsivity and internet addiction, depression, anxiety and stress. However, there was no significant relationship between attention deficit and anxiety, and hyperactivity/impulsivity and social phobia (p&gt;0.05). ADHD related to many psychological disorders. So it seems to screen students with the disorder and designing some treatment interventions for these students to decrease negative consequences are required.
Identifying Barriers to Attendance in Counseling among Adults in the United States: Confirming the Factor Structure of the Revised Fit, Stigma, &amp; Value Scale
Author: Kalkbrenner, Michael T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Counseling,Adults,Barriers,Questionnaires,Gender Differences,Factor Structure,Test Validity

The primary aim of this study was to cross-validate the Revised Fit, Stigma, &amp; Value (FSV) Scale, a questionnaire for measuring barriers to counseling, using a stratified random sample of adults in the United States. Researchers also investigated the percentage of adults living in the United States that had previously attended counseling and examined demographic differences in participants' sensitivity to barriers to counseling. The results of a confirmatory factor analysis supported the factorial validity of the three-dimensional FSV model. Results also revealed that close to one-third of adults in the United States have attended counseling, with women attending counseling at higher rates (35%) than men (28%). Implications for practice, including how professional counselors, counseling agencies, and counseling professional organizations can use the FSV Scale to appraise and reduce barriers to counseling among prospective clients are discussed.