ethanporcaro/eric-fulltext-meta huggingface dataset:
Education of the Girl-Child in Nigeria for a Just, Peaceful, Harmonious Society and Sustainable Development
Author: Agusiobo, Benedicta Chiwokwu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Gender Bias,Cultural Influences,Disproportionate Representation,Access to Education,Equal Education,Social Influences,Civil Rights,Social Justice,Educational Finance,Empowerment,Academic Persistence,Civil Rights Legislation,Dropouts,At Risk Students,Gender Discrimination

International instruments, declarations and local laws set the pace for appropriate human development, peace and harmony. 10.5 million children in Nigeria are out of school; approximately 60 percent are girls (UNICEF, 2014). They are dropouts due to various factors: socio-cultural, economic, governance etc. vulnerable to forms of abuses, harms-female genital mutilation, insurgency effects and other negative influences which deny her rights and dignity are discussed. Assessments of education statistics at basic education level over (1990-2010) revealed imbalances in enrolments and gender disparity in favour of males and the education statistics from 2014 to 2016, revealed increases in enrolments and a gender parity index ranging from 0.80 to 1.0. Various government efforts and interventions by international development partners to bridge the gender gap and heal the harms are enumerated. Benefits of educating the girl child which are critical for the development of a just, peaceful, harmonious society for sustainable development are highlighted. Recommendations included: ensuring the rights of the girl child, (development, participation protection and survival), sustaining gender equity, government`s strong political will, more funding for education, international aid, empowering girls/women with various life skills, ensuring girls retention and completion in school, effective implementation of the National policy on gender in basic education etc.
&quot;Project ImPACT for Toddlers&quot;: Pilot Outcomes of a Community Adaptation of an Intervention for Autism Risk
Author: Stahmer, Aubyn C.
Date: 2020-04-00
Type: Journal Articles
Subjects: Toddlers,Autism,Pervasive Developmental Disorders,At Risk Persons,Intervention,Behavior Modification,Early Intervention,Program Effectiveness,Parent Child Relationship,Social Development,Communication Skills,Adjustment (to Environment),Behavior Rating Scales,Educational Legislation,Federal Legislation

This study reports child and family outcomes from a community-based, quasi-experimental pilot trial of &quot;Project ImPACT for Toddlers&quot; that is a parent-mediated, naturalistic, developmental behavioral intervention for children with or at-risk for autism spectrum disorder developed through a research-community partnership. Community early interventionists delivered either &quot;Project ImPACT for Toddlers&quot; (n = 10) or Usual Care (n = 9) to families based on Part C assigned provider. Twenty-five families participated, with children averaging 22.76 months old (SD = 5.06). Family and child measures were collected at intake, after 3 months of service, and after a 3-month follow-up. Results indicate significantly greater improvements in positive parent-child interactions for &quot;Project ImPACT for Toddlers&quot; than usual care families, as well as large, but non-significant, effect sizes for &quot;Project ImPACT for Toddlers&quot; families in children's social and communication skills. [For the Grantee Submission, see ED599275.]
Quality of High School Programs for Students with Autism Spectrum Disorder
Author: Kraemer, Bonnie R.
Date: 2020-04-00
Type: Journal Articles
Subjects: High School Students,Program Effectiveness,Educational Quality,Students with Disabilities,Autism,Pervasive Developmental Disorders,Suburban Schools,Intervention,Student Characteristics,Institutional Characteristics,Educational Environment,Family Involvement,Individualized Transition Plans,Public Schools

The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale--Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains.
Self-Efficacy as a Predictor of Academic Achievement among Middle School Students
Author: Al Demerdash, Fadlon Saad
Date: 2020-04-00
Type: Journal Articles
Subjects: Self Efficacy,Academic Achievement,Middle School Students,Correlation,Grade Point Average,Predictor Variables

The purpose of this study was to investigate the correlation between self-efficacy and academic achievement, and the ability of self-efficacy to serve as a predictor of academic achievement. Convenient sampling method was employed to recruit the participants. The sample of the study consisted of 210 students (110 females, 51.61%, 100 males, 48.39%), representing students from grades one, two, three middle school, aged 13-15 years, with an average of 14.5 years, with a standard deviation of 4.63. The data were analyzed with Pearson correlation and Liner regression. Liner regression was used to explore the relative contributions of self-efficacy to the prediction of academic achievement. Findings showed that there are significant correlations between all the three subscales of Morgan-Jinks Student Efficacy Scale (MJSES): talent, context, and effort, and all the school subjects (Arabic, English, Mathematics, Science, and Social Studies). All these correlations were significant (P &lt;0.01). the IV (Self-efficacy) yielded a coefficient of multiple regression (R) of 0.574 and a multiple correlation square of 0.571. This shows that 57.1% of the total variance in academic achievement of those who participated in the study is accounted for by Self-efficacy.
Investigation of Educational Philosophies and General Self-Efficacy Perceptions of Graduate Students in Educational Sciences Programs
Author: Gündogdu, Kerim
Date: 2020-04-00
Type: Journal Articles
Subjects: Educational Philosophy,Self Efficacy,Student Attitudes,Graduate Students,Teacher Education,Foreign Countries,Experiential Learning,Gender Differences,Correlation

The purpose of the research is to determine the educational philosophy orientations and general self-efficacy perceptions adopted by graduate students in educational sciences programs. This study was designed a correlational survey model. The study group consisted of 128 graduate students enrolled in educational science programs in different universities. Two different scales were used as data collection tool in the research. The first is the Philosophical Orientation Evaluation Scale adapted to Turkish by Doganay and Sari (2003). The second scale is adapted into Turkish by Aypay (2010) to determine the general self-efficacy perceptions of graduate students. Frequency, percentage, arithmetic mean and standard deviation; Mann-Whitney U test and Kruskal Wallis H-Test were used in data analysis. As a result, it was observed that 96 (75%) of 128 graduate students adopted the educational philosophies of experientalism and followed by the philosophies of realism, perennialsm, existentialism and idealism, respectively. A significant difference has been determined in favor of teachers in the profession variable, idealism and realism sub-dimensions of graduate students' philosophical orientation scores. It was also clarified that the philosophical orientation scores of students differed significantly in favor of graduate students in the sub-dimensions of philosophy of perennialism and idealism according to the graduate program level. Based on the reasons of these educational philosophy orientations, in depth studies based on different variables may be carried out with a broader participation. It may also be suggested to conduct qualitative researches based on the processes and problems experienced by graduate students in both professions. The draft version of this study was presented as an oral presentation in the 3rd National Congress of Curriculum &amp; Instruction, 07-09 May 2014, Gaziantep.
Authorship of Own Lives in People with Disabilities Model in Theoretical and Empirical Context
Author: Glodkowska, Joanna
Date: 2020-04-00
Type: Journal Articles
Subjects: Individual Power,Disabilities,Theories,Needs,Holistic Approach,Models,Well Being,Self Determination,Quality of Life,World Views,Social Integration

The concept of the &quot;authorship of their own lives in people with disabilities&quot; belongs to the trend which creates a positive, capable image of a person with disability in the society. The aim of this article is to relate contemporary theories which conceptualise disability in the categories of a universal human condition, natural human variation and positive aspects of human functioning to AOL-PwD. In particular, the analyses in this work aim to locate AOL-PwD in the perspective of the theories of coherence, well-being, self-determination, quality of life and social belonging. The analysis has allowed to formulate the following theses: (1) the classical theory of needs by Abraham Maslow provides a significant foundation and the leading context for the general explication of the &quot;authorship of their own lives in people with disabilities&quot; idea; (2) the connections between identity and various dimensions of human functioning make it possible to predict the relations of these dimensions with AOL-PwD; (3) specific aspects of the &quot;authorship of their own lives in people with disabilities&quot; can be presented in the light of relevant theories; (4) the AOL-PwD construct is a complex composition of diverse relations and dependencies; (5) the &quot;authorship of their own lives in people with disabilities&quot; concept refers to the holistic model of a person with disability and illustrates comprehensively the specific composition of his or her mental and social condition.
Teacher Perceptions on Developing Students&apos; Critical Thinking Skills in Academic English Module
Author: Toshpulatova, Dildora
Date: 2020-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,English for Academic Purposes,Problem Solving,Critical Thinking,Logical Thinking,Academic Language,Debate,Class Activities,Discussion (Teaching Technique),Listening Skills,Persuasive Discourse,Essays,Writing (Composition),Reflection,Second Language Learning,Second Language Instruction,Foreign Countries,College Faculty,Language Teachers,Thinking Skills

The current study explores the perceptions of a group of Academic English (AE) lecturers on their views on critical thinking in teaching English for academic purposes and the ways they believe this can be developed, if at all. The findings suggest that the majority of teachers believe in the importance of touching upon critical thinking in their classes. They consider evaluating information, analyzing, logical reasoning, arguing, reflecting, and problem solving are among the main strategies needed for developing critical thinking skills and believe that that they can be developed in the academic English language classes. The results of the second survey (second stage) showed that AE teachers believe Academic English should be responsible for incorporating critical thinking into their teaching. The main activities perceived to be effective were debates, class discussions, evaluating presentations, listening for main ideas and details, reading for the main idea and evaluation of sources, writing argumentative essays, academic reports and reflection.
Challenges and Advantages of Working Abroad: Turkish and Turkish Culture Teachers&apos; Perspective
Author: Gül, Hatice
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Workers,Turkish,Second Language Instruction,Cultural Education,Foreign Countries,Adjustment (to Environment),Problems,Teacher Administrator Relationship,Professional Development,Social Environment,Language Teachers

This paper aims to determine the problems and gains of Turkish teachers employed in Europe. The research was designed in the survey model and the basic qualitative approach. The sample group of the study consists of 210 Turkish teachers who work in Germany, France, England, and Switzerland. The data were collected by an open-ended survey and analysed by the descriptive analysis method. The results revealed that teachers experienced adaptation problems in language and communication, housing, a feeling of loneliness, prejudices, a new educational environment, and cultural diversity. Besides, they had social problems, family affairs, relationships with associations, health, and economic issues. Furthermore, teachers had professional, personal, social, and financial gains.
Cooperative Learning in Developing Positive Attitudes and Reflective Thinking Skills of High School Students&apos; in English Course
Author: Kuuk, Özlem
Date: 2020-04-00
Type: Journal Articles
Subjects: Cooperative Learning,Positive Attitudes,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Pretests Posttests,Thinking Skills,High School Students,Reflection,Teaching Methods,Foreign Countries,Language Attitudes

The purpose of the study is to reveal the effect of cooperative learning on the attitudes and reflective thinking skills of the students' in English course. The study was carried out for 5 weeks with 66 students studying at the 10th grade at an Anatolian high school in the district of Karadeniz Eregli in Zonguldak during the fall term of the 2015-2016 academic year. The design of the study was 'nonequivalent control groups pre-test post-test' which is one of quasi-experimental designs. The scale of attitude towards English course and the scale of reflective thinking were used as instruments of the study which were applied as a pre-test and as a post-test. According to the results, it was concluded that cooperative learning is significantly and positively more effective on students' attitudes and reflective thinking skills than traditional method. This study was produced from master thesis of written by first author under the supervision of second author.
Adaptation of the Emotion Regulation Questionnaire in Egyptian Adolescents
Author: Fathalla, Mohammed Mohammed
Date: 2020-04-00
Type: Journal Articles
Subjects: Self Control,Validity,Reliability,Middle School Students,Foreign Countries,Factor Analysis,Factor Structure,Student Attitudes,Structural Equation Models,Goodness of Fit,Measures (Individuals),Correlation,Item Analysis

The aim of this study was to assess the reliability and validity of ERQ in a group of Egyptian adolescents. 648 adolescents from middle schools in Nasr city, Egypt were recruited. These adolescents aged 14-15 years old (M=14.4, SD=2.22). Of which,400 were females (61.72%) while 248 were males (38.27%). Exploratory Factor Analysis, with CFA and Structural Equation Models (SEM) used to assess the fitness of two-factor structure of the original (ERQ) questionnaire among those adolescents. Cronbach's alpha coefficients for the two subscales of the questionnaire were 0.84 and 0.82, respectively. Confirmatory Factor Analysis was conducted for testing item-factor structure of the scale. Maximum likelihood estimation through AMOS 24 program was conducted with 648 adolescents. Model fit indices showed acceptable goodness of fit values for 2-factor structure of 10 items of the scale.
Adequacy of Undergraduate Classroom Teaching Programmes for Fostering Professional Values: A Case Study
Author: Karabacak, Nermin
Date: 2020-04-00
Type: Journal Articles
Subjects: Teacher Education,Professional Identity,Preservice Teachers,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Program Evaluation,Learning Activities,Teacher Educators

In this study, the adequacy of the undergraduate Classroom Teaching programmes of the Elementary Education Department for fostering professional values in preservice classroom teachers was evaluated. This assessment was carried out with a qualitative approach using data from in-depth interviews with 16 faculty members in the classroom teaching department of the education faculty at a state university in Turkey. The findings obtained in this study are grouped under the themes degree to which undergraduate classroom teaching programmes foster professional values in students and preservice activities to be carried out for fostering professional values. Planned with a qualitative design, this study reveals the need to increase the number of practical lessons related to the subject area, reduce the number and hours of undergraduate classes, increase the number of elective courses for nurturing professional values, select qualified teacher educators, create institutional values, and reduce the number of education faculties and teacher quotas. One of the most striking findings is that some of the research results show similarity with the Higher Education Council's revised primary school curriculum for 2018-2019. These results reveal that during the accreditation process of education faculties, importance should be given to the acquisition of professional values in undergraduate classroom teaching programmes in order to achieve success in education.
The Effect of Self-Regulated Learning Strategies on Developing Creative Problem Solving and Academic Self-Efficacy among Intellectually Superior High School Students
Author: ElAdl, Adel M.
Date: 2020-04-00
Type: Journal Articles
Subjects: Creativity,Problem Solving,High School Students,Learning Strategies,Metacognition,Self Efficacy,Comparative Analysis,Pretests Posttests,Foreign Countries,Achievement Gains,Academically Gifted,Intelligence Tests,Academic Achievement,Achievement Tests,Grade 11

This study aims to investigate the effect of a self-regulated learning strategies on developing creative problem solving and academic self-efficacy among intellectually superior high school students. The sample was selected from students in the high school in the Sultanate of Oman. The participants in this study were 80 students. Experimental group (EG) consisted of 40 students while the control group (CG) consisted of 40 students. An experimental pretest and posttest control-group design was used in this study. The self-regulated learning strategies was conducted to the whole class by their actual teacher during the actual lesson period for 12 weeks with 50-minute sessions conducted three times a week. The program was designed based on the three basic fundamentals of self-regulated learning strategies, namely 'cognitive, metacognitive and resource management strategies. The results of this study indicated great gains for students in the experimental group in creative problem solving and academic self-efficacy. The study shows that students in the experimental group, compared to those in the control group, develop robust creative problem solving and academic self-efficacy. Recommendation: As self-regulated learning strategies exhibit a substantial effect on students' creative problem solving and academic self-efficacy, it is recommended that teachers should learn how to implement these strategies in their lessons to increase their students' performance.
An Exploration into the Importance of a Sense of Belonging for Online Learners
Author: Peacock, Susi
Date: 2020-04-00
Type: Journal Articles
Subjects: Online Courses,Student Attitudes,Graduate Students,Sense of Community,Peer Relationship,Computer Mediated Communication,Groups,Foreign Countries,Learner Engagement,Educational Environment

Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers, regardless of the learning environment. Online learning certainly provides flexible learning opportunities but comes with notable issues. For online learners, nurturing a sense of belonging may present a way of improving their experiences and attainment, as well as reducing attrition rates. Research specifically exploring sense of belonging and online learning is limited. This article addresses that gap and reports on a small-scale exploratory study using qualitative data-collection and analysis methods to investigate the importance, or not, of sense of belonging for postgraduates' online education by exploring the origins and nature of their lived experience of online learning and their sense of belonging therein. Our initial findings emphasise its importance for them as online learners and have identified three significant themes: interaction/engagement, the culture of the learning, and support. These early findings highlight the importance of these three themes in promoting a sense of belonging and in ensuring that there are opportunities for meaningful group and peer interactions; they will be of interest to all engaged in online education.
Exploring Prospective Teachers&apos; Ability to Generate and Analyze Evidence-Based Explanatory Arguments
Author: Magiera, Marta T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Criticism,Teaching Methods,Teacher Competencies,Teacher Educators,Persuasive Discourse,Thinking Skills,Educational Quality,Comparative Analysis,Scores,Written Language,Teacher Education Programs,Private Colleges,Elementary School Students,Middle School Students,Evidence

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, we examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations. We also examined features of explanations on which PSTs drew in their critiques of mathematical explanations of students. Our results draw attention to the importance of helping PSTs develop competencies in constructing and critiquing mathematical explanations concurrently. Although explanations PSTs generated for their critiques of student explanations were weaker compared to the explanations PSTs formulated for their own problem solutions, PSTs proficient in generating mathematical explanations were also more proficient in analyzing and critiquing mathematical explanations. We identified seven criteria PSTs used while analyzing and critiquing student-explanations. These criteria reveal what PSTs might value, or pay attention to, as they critique student-explanations. We share implications for mathematics teacher educators to consider and suggest directions for further research.