ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitudes of Princess Rahma College Students toward University Violence
Author: Ghoneem, Khowla Abd Al-Raheem
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Violence,College Students,Student Attitudes,Gender Differences,Academic Achievement,Age Differences,Majors (Students),Socioeconomic Status,Statistical Analysis,Hypothesis Testing,Questionnaires

This study was conducted at the Princess Rahma University College, one of Al Balqa' Applied University colleges and it aims to identify the attitudes of Princess Rahma College students have towards University Violence, by exploring different variables that vary from the level of violence (Low, medium or high), to gender (males or females), educational achievement (excellent, very good, good and satisfactory), academic year (Freshman, Sophomore, Junior and Senior), as well as the type of degree and the financial status. The study sample consists of 242 students. There are 135 males and 107 females randomly chosen from different disciplines of the college. The (AL-Hendy) scale of 2007 for detecting University violence is used and the study consists of (18) paragraphs. The data is analyzed by using the Statistical Analysis Program (SPSS) which calculated the averages, standard deviations and (T) and (F) tests to answer the inquiries of the study. The study concluded that the tendencies and inclinations of the students towards violence were low. There were statistical differences in the attitudes of the students because of the differences in gender, the differences in the level of educational achievements as well as differences in the academic year. While there were no statistical differences in the economical level or in the type of specializations.
Group Blogs as Toolkits to Support Learning Environments in Statistics Subject: A Qualitative Case Study
Author: Hashim, Mohamad Hisyam Mohd
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Student Journals,Web Sites,Electronic Journals,Masters Programs,Technical Education,Vocational Education,Statistics,Learning Modules,Student Attitudes,User Satisfaction (Information),Feedback (Response),Peer Evaluation,Computer Mediated Communication,Reflection,Technology Uses in Education,Data Collection,Student Participation,Questionnaires,Observation,Documentation

In this paper, we describe the introduction of blogs to a class of Masters in Technical and Vocational Education students taking the MBE 1223 Statistics in Education module in Universiti Tun Hussein Onn Malaysia (UTHM). The purpose of the analysis is to elaborate on the perception of the participants towards blogs before, during and after training regarding the usefulness of their class blog. For the purpose of this study, participants will be required to handle their weekly reflective journals or their learning logs using their class blogs instead of handing them in hard copy weekly. Participants will be encouraged to blog and to provide feedback to their classmates' comments. Respondents will be required to reflect on lessons weekly and to write their reflections on the class blog. They were also required to reflect on their use of the technology in their module.
Ecology, Literature and Environmental Education
Author: Tsekos, Christos A.
Date: 2012-06-00
Type: Journal Articles
Subjects: Ecology,Environmental Education,Literature,Literature Appreciation,Prose,Poetry,Textbook Content,Textbook Research,Elementary School Curriculum,Educational Methods,Educational Practices,Experiential Learning,Content Analysis,Teaching Methods,Instructional Design,Foreign Countries

The first part of this article refers to the initial attempt to relate Nature to Literature since the age of Hellenistic Alexandria in Egypt. Alexandria was a metropolis of its time with a quite lively character of urban life. Influenced by that character Theocritus was the first to lay the foundations of what is defined as pastoral poetry. In the course of this article and after the significance of contemporary Literature of Ecology is appraised, the results of a research--with regard to the excerpts of both prose and poetry cited in the primary school textbooks in Greece--will be presented. Finally, an educational method is proposed which, we premise, would attribute a more experiential character to Literature for Instruction purposes.
Reflective Classroom Practice for Effective Classroom Instruction
Author: Mathew, Nalliveettil George
Date: 2012-06-00
Type: Journal Articles
Subjects: Reflection,Reflective Teaching,Teaching Methods,Instructional Effectiveness,English Language Learners,English (Second Language),Second Language Instruction,College Faculty,College Students,Self Evaluation (Individuals),Teacher Role,Communication Skills,Low Achievement,Faculty Development

Improving English language skills of learners is a strenuous task because of the variations in culture, background and learning styles. This strenuous task is further aggravated when English teachers realizes the proficiency level of students is far too low that his/her expectation. In most of the ESL and EFL context, English teachers rely on mid-term test to evaluate the proficiency level of the students. Blame game follows when there are too many failures in the classroom. Teachers blame the students for giving least importance to English language which resulted in low scores while the students blame the teacher for making the exam tough. The college/university management considers failure of students as a failure of the teachers in the classroom teaching. The information presented in this paper is an alarming wakeup call and a reminder for the teachers to be constant self-evaluators of their classroom teaching rather than waiting for the results of a test to understand the students' progress in classroom. This paper gives insights to the struggling teachers to succeed through reflective teaching practices.
Modeling Participation Intention of Adults in Continuing Education--A Behavioral Approach
Author: Lau, Chiu Ming
Date: 2012-06-00
Type: Journal Articles
Subjects: Continuing Education,Adults,Intention,Participation,Positive Attitudes,Negative Attitudes,Structural Equation Models,Maximum Likelihood Statistics,Beliefs,Motivation,Foreign Countries,Questionnaires,Factor Analysis

The study examined how attitudes and subjective norms could be used to predict participation intention of adults in continuing education. In this research, attitudes comprised the two variables of positive attitude and negative attitude and subjective norms included normative belief and motivation to comply. Structural equation modeling using a maximum likelihood estimator was used to test the data collected from 752 adult respondents in Hong Kong, China. The results indicated that the relationships between positive attitude, negative attitude, normative belief and participation intention were significant. The relationship between motivation to comply and participation intention was found insignificant. However the strong relationship between motivation to comply and positive attitude revealed the indirect influence of motivation to comply on participation intention through positive attitude. The result also disclosed the phenomenon that normative belief was a better predictor of participation intention in continuing education than positive and negative attitudes in this context. The Theory of Reasoned Action (Fishbein &amp; Ajzen, 1975) was used as the basis of reference in developing the conceptual framework of this study. The revised attitudes towards continuing education scales (Blunt, 2002) were shown to have validity in terms of the direct association with the various attitudes of adults towards continuing education. It was concluded that positive attitude, negative attitude, normative belief and motivation to comply with perceived social influence provided meaningful indicators of the respondents in the sample as well as reliable predictive variables to participation intention in continuing education.
Student Teachers' Ways of Thinking and Ways of Understanding Digestion and the Digestive System in Biology
Author: Çimer, Sabiha Odabasi
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Preservice Teachers,Student Teacher Attitudes,Science Instruction,Biology,Human Body,Anatomy,Scientific Attitudes,Thinking Skills,Science Process Skills,Persuasive Discourse,Problem Solving,Comprehension,Surveys,Semi Structured Interviews,Qualitative Research

The purpose of this study was to identify the ways in which student teachers understand digestion and the digestive system and, subsequently, their ways of thinking, as reflected in their problem solving approaches and the justification schemes that they used to validate their claims. For this purpose, clinical interviews were conducted with 10 biology student teachers. According to the data, the student teachers possessed different levels of understanding that can be summarized into three categories: (1) naïve, in that their study method was unscientific and memorization-based, (2) fragmented, and (3) unsound. Their ways of thinking were congruent with their ways of understanding, and this was reflected in their explanations, which were constructed ad hoc and focused on simple linear relationships. In line with these ways of thinking, the justification schemes used by the student teachers were mainly external and empirical schemes, which are considered to be unsophisticated or lower-level. This study is the first study that attempts to reveal and classify student teachers' justification schemes in biology. Earlier studies on student learning processes have been conducted in mathematics. We discovered distinct patterns in the justification schemes used by student teachers, and these patterns were related to the nature of biology as a life science. At the end of the paper, we discuss our results and provide suggestions for teacher education and future research.
Senior Secondary School Science Teachers in Delta and Edo States Conceptualization about the Nature of Science
Author: Ajaja, Patrick Osawaru
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Principles,Scientific Literacy,Scientific Concepts,Secondary School Science,Secondary School Teachers,Hypothesis Testing,Questionnaires,Teacher Surveys,Statistical Analysis,Teacher Attitudes,Traditionalism,Constructivism (Learning),Gender Differences,Statistical Significance,Rural Urban Differences,Educational Attainment,Comparative Analysis

The major purpose of this study was to find out the conceptions of science teachers about the nature of science. To guide this study, four research questions were asked and four hypotheses tested. The design of the study was descriptive survey and instrument used for data collection was a 22 item questionnaire. The sample of the study consisted of 400 science teachers drawn from senior secondary schools in Edo and Delta states. The data collected were analyzed with simple percentages and Chi square statistics. The major findings of the study included: (i) higher percentage of science teachers selected options which agreed with traditionalist's view on NOS; (ii) of the 22 items, in 17 of them a higher proportion of science teachers conceived science from the traditionalist's view as against 5 for the constructivist view; (iii) a significant difference between the proportions of science teachers who opted for either traditionalist's or constructivist's view in all items except item 11; (iv) non-significant difference between the proportion of male and female science teachers on conception of science from the traditionalist's view; (v) significant differences in the proportions of male and female science teachers only in items 6,8,9 and 12 on the conception of science from the constructivist's view; (vi) non-significant difference in the proportions of urban and rural science teachers on conception of science from the traditionalist's view while significant differences were found between them only in items 2,6,10,12 and 17 on constructivist's view; and (vii) non-significant difference in the proportion of NCE, B.Sc (Ed) and B.Sc holders on conceptions of science from the traditionalist's view in all items except in item 17 while significant differences were found between them only in items 4,9,17 and 20 on constructivist's view. It is concluded that this trend in the conception of NOS can only be reversed through a deliberate science teacher preparatory curricula reform to include elements of constructivism.
Use of Career Education and Occupation Information Services in Boosting Enrolment into Vocational and Technical Education Programs in Nigeria
Author: Igbinedion, V. I.
Date: 2012-08-00
Type: Journal Articles
Subjects: Foreign Countries,Career Education,Occupational Information,Information Services,Vocational Education,Technical Education,Enrollment,Influences,Secondary Education,Postsecondary Education

The major thrust of technical and vocational education (TVE) worldwide is to address issues of youth unemployment, poverty and international competitiveness in skills development towards current and projected opportunities and challenges. The paper posits that despite the evidence of numerous reforms in vocational and technical education programs over the years, they still remain greatly detested by students and parents in Nigeria as evidenced in low enrolment when compared with sciences, engineering, banking and finance, and medicine just to mention but a few. This may be because of lack of understanding of the importance, scope and content of the program or lack of occupational information. Some wrongly view technical and vocational education programs as education for the handicapped or education for those who cannot cope with the sciences and social sciences. This paper therefore, examines the factors responsible for low enrolment into technical and vocational education programs, its implications for Nigeria and suggests how career education and effective occupational information service can help to stem this trend. It is recommended that career education should be used to create the necessary career awareness and occupation information made readily to students to enable them make informed career choices.
The Effect of Temperament on Emotion Regulation among Chinese Adolescents: The Role of Teacher Emotional Empathy
Author: Shen, Xiaomei
Date: 2012-06-00
Type: Journal Articles
Subjects: Personality Traits,Self Control,Questionnaires,Measures (Individuals),Empathy,Hierarchical Linear Modeling,Correlation,Gender Differences,Parent Background,Educational Attainment,Teacher Student Relationship,Secondary School Teachers,Classroom Techniques,Prediction,Affective Behavior,Foreign Countries,Junior High School Students,High School Students,Statistical Analysis

Hierarchical linear modeling techniques were used to explored individual and contextual factors of emotion regulation in a sample of 2074 adolescents from grade 7 through grade 12 and 54 head teachers in China mainland. Emotion Regulation Questionnaire (ERQ) and Early Adolescent Temperament Questionnaire-Revised (EATQ-R) were administered among students and Multi-Dimensional Emotional Empathy Scale (MDEES) among head teachers. Results showed that at the student level, Effortful Control and Affiliativeness were positively related to adolescents' reappraisal whereas Surgency was inversely correlated with reappraisal after gender, grade level and parent's education were controlled. And Negative Affect (NA) positively predicted suppression. At the teacher level, teachers' Emotional Contagion promoted the impact of adolescent Surgency on reappraisal after teaching age was controlled. In addition, Responsive Crying, Emotional Attention and Feeling for Others enhanced the influence of NA upon Suppression among teachers. However, Positive Sharing weakened the negative association between NA and Suppression. These findings expand the understanding of the role of teacher empathy in adolescents' emotional development, and have important implications for classroom management and teacher empathy training.
Factors Affecting School Administrators' Choices in Adopting ICT Tools in Schools--The Case of Malaysian Schools
Author: Singh, Termit Kaur Ranjit
Date: 2012-08-00
Type: Journal Articles
Subjects: Foreign Countries,Performance Factors,School Administration,Administrator Attitudes,Administrative Policy,Administrative Principles,Adoption (Ideas),Technology Uses in Education,Technology Integration,Technology Planning,Selection Criteria,Barriers,Qualitative Research,Interviews,Observation,Transcripts (Written Records),Computer Use,Change Strategies,Educational Change,Elementary Secondary Education

The Malaysian Government has introduced various initiatives to facilitate the greater adoption and diffusion of ICT to improve capacities in the education system. Due to the extensive investment, schools are expected to utilize and integrate ICTs in administrative tasks, teaching and learning and general running of schools. This study was set out to examine the various factors that influence the use of ICT tools by the school administrators, to identify the process used to select adequate and suitable hardware and software to be utilized in schools and to identify the barriers to technology integration. The findings show the factors that influence the use of ICT tools in schools are willingness of teachers, high level of knowledge and skills, cooperation among teachers, easier and more effective completion of task, high level of trust and confidence placed on the teachers and importantly the good and regular maintenance of hardware and on-site support. This study also finds that lack of facilities, insufficient time to master and apply knowledge due to heavy teaching hours and attitudes of teachers who are not willing to change are the barriers to technology integration.
An Assessment of the 2009 Zimbabwe Government's Decision to Enrol Pupils into Form One Using School-Based Assessment as an Alternative to Public Examinations
Author: Mhishi, Misheck
Date: 2012-08-00
Type: Journal Articles
Subjects: Educational Policy,Academic Achievement,Secondary School Students,Questionnaires,Interviews,Teacher Attitudes,Foreign Countries,Qualitative Research,Statistical Analysis,Economic Factors,Costs,Testing,Elementary School Students,Student Evaluation,Evaluation Methods,Surveys,Elementary School Teachers,Benchmarking,Knowledge Base for Teaching,Educational Finance,Achievement Tests

School-Based Assessment (SBA) can help achieve a holistic, child-centred and qualitative account of a pupil's performance. The same method has been criticised for being subjective, informal and open to teacher bias hence the reluctance by the Zimbabwe Schools Examination Council (ZIMSEC) to embrace it for certification and selection into further education or vocational careers. In 2009, the prohibitive cost of administering national examinations due to economic problems faced by the country and the subsequent delays in releasing the results forced The Ministry of Education, Sport, Arts and Culture to enrol pupils from primary into secondary schools using SBA results. This survey, conducted using both qualitative and quantitative methods, was carried out at three purposively sampled secondary schools (162 pupils) and looked at whether there was consistency between the national examinations and the SBA results used to enrol pupils. A questionnaire with both open-ended and closed questions was used to collect data. Seven primary school trained teachers were interviewed to ascertain their knowledge on SBA and all of them had not received any formal training on SBA. Results obtained reveal that SBA can be a trusted benchmark for promotion of pupils from primary into secondary school as those pupils who passed teacher tests at Grade Seven also passed the ZIMSEC national examinations. In order to achieve efficient use of limited financial resources, the study recommends that the promotion of pupils into Form One be done using SBA results and that pre-service and in-service training of teachers on SBA be made a priority.
The Effect of Input Enhancement of Collocations in Reading on Collocation Learning and Retention of EFL Learners
Author: Goudarzi, Zahra
Date: 2012-06-00
Type: Journal Articles
Subjects: Linguistic Input,Phrase Structure,Statistical Analysis,Retention (Psychology),Native Language,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Undergraduate Students,Student Placement,Language Tests,Reading Processes,Vocabulary Development

Collocation is one of the most problematic areas in second language learning and it seems that if one wants to improve his or her communication in another language should improve his or her collocation competence. This study attempts to determine the effect of applying three different kinds of collocation on collocation learning and retention of Iranian EFL university students. In this study collocations were presented in highlighted (bold), non highlighted and L1 glossed forms and these three groups of collocations were distributed among three 20 member groups of Iranian TEFL university students in Jahad daneshgahi university in Isfahan. Participants were upper intermediate sophomores and juniors. Participants read three passages under three different conditions (bold collocations, L1 glossed collocations, and non highlighted (text only) collocations). Afterwards, participants answered two collocation tests, one administered immediately after reading the texts and another two weeks later. One way repeated measures of ANOVA and follow up Scheffe post hoc tests (p&lt;0.05) showed that the students in L1 glossed group outperformed the students in the other two groups and participants in highlighted group out performed non highlighted (text only) group.
Incorporating ICT Tools in an Active Engagement Strategy-Based Classroom to Promote Learning Awareness and Self-Monitoring
Author: Kean, Ang Chooi
Date: 2012-08-00
Type: Journal Articles
Subjects: Technology Integration,Information Technology,Educational Strategies,Learning Strategies,Learner Engagement,Self Evaluation (Individuals),Progress Monitoring,Learning Processes,Online Surveys,Individual Differences,Personality Traits,Knowledge Level,Preferences,Active Learning,Peer Influence,Time Factors (Learning),Japanese,Second Language Learning,Foreign Countries,Statistical Analysis,Qualitative Research

The paper examines the influence of incorporating information and communication technology (ICT) tools to help learners to promote learning awareness and self-monitoring skills. An open-ended online questionnaire survey was administered to 15 course participants at the conclusion of the course. The data were analysed on the basis of the percentage of responses according to the influence of ICT tools from the perspectives of the two above-mentioned aspects. The responses from the questionnaire were used to support and triangulate the findings. In addition, reflection reports submitted by all the participants were examined to determine the participants' perceptions of the influence of ICT tools on their own learning throughout the course. In general, the findings showed encouraging results in both learning awareness and self-monitoring skills. According to the findings, individual differences in terms of personality traits and ICT knowledge determined the preference for ICT tools, regardless of the specific pedagogical purposes for incorporating these tools. In the future, we aim to use peer learning techniques to develop peer encouragement and motivation among learners.