ethanporcaro/eric-fulltext-meta huggingface dataset:
Grafting: Making Space for International and Comparative Education in a Pre-Service Teacher Social Foundations Class
Author: Shah, Payal
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Education Courses,Foundations of Education,International Education,Comparative Education,Teaching Methods,Preservice Teachers,Undergraduate Students,Learner Engagement

This article contributes to a growing appreciation and understanding of both the ways to include exposure to Comparative and International Education (CIE) in undergraduate teacher education as well as to how students take up and respond creatively to opportunities for comparative exploration. In order to make space for comparative education in the already oversubscribed pre-service teacher's program of study, we (1) explore a strategy to use a required undergraduate social foundations' class for pre-service teachers at a large public university as a platform for comparative education, and (2) share the lessons learned from creating space for students to express their international and comparative curiosities. We open the article by introducing the &quot;grafting&quot; strategy to make space for the comparative; we then turn to the ways we employed a pedagogical tool we call &quot;drawing out&quot; to allow students to make comparative connections by responding to our deliberate, comparative prompts. We found that by embracing the grafting approach we created opportunities for students to make their own conclusions about the value of comparative considerations and to express their organic interest in the international to better understand domestic developments and options.
Facilitating Protégé Career Development through Skills of Mentors
Author: Balu, L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Career Development,Teacher Role,Teaching Methods,Skill Development,Educational Objectives,Teacher Student Relationship,Counselor Training,Creativity,Student Evaluation,Feedback (Response),Self Disclosure (Individuals),Interpersonal Relationship

The success of protégé contribution in any organisation today depends more on the type of relationship that an organisation establishes with the support of mentors. Research shows that individuals who are mentored have an increased likelihood of career success as a result of the targeted developmental support they receive. Mentors serve as trusted and significant advisors, providing a sounding board for day-today issues encountered on the job and alternative perspectives on issues in terms of both problem identification and problem solving. Mentoring can take on different forms. There are many ways through which mentors can improve the effectiveness of mentoring process. Qualities of mentors, Roles of mentors and Mentoring methods which already have contributed for protégé career development. In this paper author is making an effort to assist human resource department on how in near future protégé career development can be spoken through the new skills of the Mentors. By practicing new skills mentors in organizations can facilitate healthy relationship between the levels of management and in turn try to achieve individual goals and organisational goals. In this piece instigator has made an exertion to bring out new skills effective mentors should contemplate upon to facilitate protégé career development.
From Diagnosis to Prognosis: What Instructors Know about Their Students' Writing Apprehension
Author: Apawu, David Dankwa
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Apprehension,Foreign Countries,College Students,Academic Discourse,Questionnaires,Teaching Methods,College Faculty,Writing Instruction,Writing Teachers,Student Attitudes,Measurement Techniques

Different students enter institutions of higher learning with varying degrees of writing apprehension. The apprehension ranges from anxiety from writing tasks to avoiding courses that involve a lot of writing. For many universities, the writing centers or academic writing courses are meant to equip students to be able to deal with the high writing demands in the academic environment. But how well do instructors know their students' writing apprehension and what does this knowledge mean to instructors? The present study seeks to examine the significance of instructor's knowledge of students' writing apprehension in the teaching and learning exchange. Again, the study investigates the strategies lecturers adopt in minimizing students' writing apprehension. Using the survey design, this study purposively samples 20 academic writing instructors from both public and private universities in Ghana for an exploration into their awareness of and how they eliminate or reduce students' writing apprehension and how it affects their instruction. Data were collected through a mix of open-ended and closed-ended questionnaire administered to participants to evaluate their Writing Apprehension Awareness or Knowledge (WAAK), Writing Apprehension Detection Strategies (WADS), and Writing Apprehension Reduction Strategies (WARS). Using a three-point scale, these categories were evaluated as limited, moderate or adequate. Results of the study showed that respondents generally rated &quot;limited&quot; in all three categories, demonstrating the lack of attention given to writing apprehension. The study revealed large class sizes, instructors' work overload, and the organization of writing courses as some of the immediate causes of writing apprehension. Findings of this study have implications for course design, writing pedagogy and structural consideration for institutions of higher education.
Actors' Interpretations and Organisational Change Processes: The Case of the University of Ghana's Strategic Vision of Becoming a &quot;World Class University&quot;
Author: Intsiful, Emmanuel
Date: 2017-00-00
Type: Journal Articles
Subjects: Organizational Change,College Administration,Reputation,Foreign Countries,Universities,Change Strategies,College Faculty,Institutional Cooperation,Human Resources,School Policy,Academic Education,Administrator Attitudes,Teacher Attitudes,Strategic Planning,Excellence in Education

Despite its seemingly subjective and ambiguous nature, the notion of a World Class University (WCU) appears both established and widely discussed in higher education discourses over the last decade. At the same time, some scholars have argued that the notion does not fit or refer to universities in Africa. In the year 2010, the University of Ghana which is the largest university in the country, agreed upon a strategic vision for the university emphasizing the notion of WCU. In this regard the question emerges, what this WCU vision at the University of Ghana actually means in practice, since it is not prescribed by the university's leadership but left open for interpretation, operationalization and further implementation by all members of the organization. Using an interdependency management perspective, this paper examines how university leadership and academic staff interpret the WCU strategic vision at the University of Ghana and to what extent organizational change processes are the result of the implementation of the university's WCU strategy.
Transition to University Life: Insights from High School and University Female Students in Wolaita Zone, Ethiopia
Author: Thuo, Mary
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Females,Student Adjustment,Socialization,Money Management,Sexual Harassment,Questionnaires,Student Attitudes,Teacher Student Relationship,College Faculty,Parent Child Relationship,Academic Achievement,Outcomes of Education,Pregnancy,Substance Abuse,Peer Influence,Anxiety,Help Seeking,Developmental Tasks,High Schools,Community Services,Psychological Patterns,Statistical Analysis

The purpose of this study was to get an insight about how high school female students perceive the transition to university life, and to understand the transition experience of university female students in the first semester. An exploratory study design was used where 166 high school female students and 88 first year university female students participated in the study. Questionnaires consisting mainly of open-ended questions were used. Data analysis employed descriptive statistics, and categorization for open-ended questions. Findings from high school female students showed that they prefer universities that are nearer home, so as: to maintain social connections, ensure security and family support. Findings showed that high school female students worry about socialization issues, finance management, language, sexual harassment, staff-student relation and academic. On transition experience, result showed that university students relied on parents' support, friends and senior students, but rarely consulted with instructors or used university support systems. During the first semester, students felt fear, were afraid, frightened, confused and disorientated. Also university female students rue about first semester academic outcomes, and as they journey with education they worry about failure, peer pressure, sexual harassment, pregnancy, and substance abuse. This study concluded that students at the high school need exposure on the realities of university life. The culture of seeking help should also be instilled early at the high school to give them exposure on realities of campus life especially through university community services.
The Relationship between Teachers Commitment and Female Students Academic Achievements in Some Selected Secondary School in Wolaita Zone, Southern Ethiopia
Author: Bibiso, Abyot
Date: 2017-00-00
Type: Journal Articles
Subjects: Females,Questionnaires,Teacher Attitudes,Student Attitudes,Secondary School Students,Sampling,Foreign Countries,Academic Achievement,Secondary School Teachers,Correlation,Statistical Analysis,Academic Aspiration,Teacher Evaluation,Feedback (Response),Teacher Student Relationship

The purpose of this study was to investigate the relationship between teacher's commitment and female students academic achievement in selected secondary school of Wolaita zone, Southern Ethiopia. The research method employed was survey study and the sampling techniques were purposive, simple random and stratified random sampling. Questionnaire was distributed to 76 teacher's and 162 female students. Interview and document analysis were also conducted. The data obtained were analyzed using suitable statistical tool such as frequency, percent, mean, standard deviation, weighted mean and Spearman rank order co-efficient of correlation. Accordingly, the result showed that teacher's commitment and female students academic achievement was a positive relationship. Yet, commitment of teacher was not satisfactory to the educational goals of female students in selected secondary school in Wolaita zone. Thus, teachers should be committed to enhance the result of the students and proactive to invest their time and materials to attain the objective of the school. Continuous assessment of teachers must be based on constructive feedback to the goal of quality education and progressing female student's academic success.
Teachers' Attitude towards Special Need Students in Secondary Schools in North Senatorial District of Edo State, Nigeria
Author: Offor, Dianarose Iyeoma
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Special Needs Students,Questionnaires,Hypothesis Testing,Attitudes toward Disabilities,Sampling,Public Schools,Secondary School Teachers,Gender Differences,Foreign Countries,Educational Experience,Teaching Experience,Statistical Analysis,Inclusion,Disabilities

The study investigated attitude towards special need students (SNS) among teachers in public secondary schools in Edo Central Senatorial District. The study was undertaken to determine the teachers' attitude and the influence of gender, educational specialisation and experience on their attitude towards SNS. A total of 369 (50%) of the 739 teachers were drawn in the district by proportionate to size sampling. However, 351 questionnaires were recovered and used for analysis. The instrument used was a researcher developed questionnaire titled &quot;Teachers' Attitude towards Special Needs Students Questionnaire-TATSNSQ&quot; with a test-retest reliability alpha of 0.79 was used to collect data from teachers. Mean (X-bar) and standard deviations (S.D) were used to analyze the research question while Mann-Whitney and Kruskall-Wallis test was used to test the hypotheses. Findings showed that attitude towards SNS among secondary school teachers in the study area were negatively skewed. The test of hypotheses showed that their attitude does not differ by sex (U[subscript cal.] 15000.50; p&gt;0.05) but differ significantly by their educational specialisation (U[subscript cal.] 7633.50; p&lt;0.05) and years of experience (H-value 24.270; p&lt;0.05). It was recommended that the Edo State government needs to establish special education schools for special need students in the state.
A Course in Critical Thinking for PhD Students in Biomolecular Sciences and Biotechnology: Classical Experiments in Biochemistry
Author: Hirschberg, Carlos B.
Date: 2016-03-00
Type: Journal Articles
Subjects: Critical Thinking,Graduate Students,Science Tests,Seminars,Biochemistry,Scientific Concepts,Course Evaluation,Mentors,Problem Solving,Doctoral Dissertations,Course Descriptions,Biotechnology,Molecular Biology,Thinking Skills,Foreign Countries

This essay presents and discusses an eight-session seminar course designed to develop critical thinking skills in doctoral biochemistry students by exposing them to classical experiments in biochemistry. During each 2.5 session, different key topics of the discovery and development of biochemical concepts are discussed. Before each session, students are required to read the one or two classical papers. The size of the seminar course and the seating of the students are critical to make this a highly interactive environment for all students to participate in the critique and re-designing of key experiments, including control experiments, which helped formulate these classical concepts. Final student evaluation of the course's goals has two equal components: Course participation and a final take home exam due two weeks after the course is completed. Together with the take home exam students are also required to write an evaluation of the course, preferably no longer than half a page. Students' comments of the course have been uniformly positive. The author notes the sooner students are exposed to this manner of thinking, the better they will be equipped to choose an appropriate mentor and contribute creatively to attempt to solve the scientific problem of their PhD thesis.
The Role of Business Agreements in Defining Textbook Affordability and Digital Materials: A Document Analysis
Author: Raible, John
Date: 2015-12-00
Type: Journal Articles
Subjects: Content Analysis,Textbooks,Contracts,Online Vendors,Electronic Publishing,School Business Relationship,Cost Effectiveness,Cost Indexes,College Administration,Textbook Standards,Unit Costs,Qualitative Research,Documentation,Case Studies

Adopting digital materials such as eTextbooks and e-coursepacks is a potential strategy to address textbook affordability in the United States. However, university business relationships with bookstore vendors implicitly structure which instructional resources are available and in what manner. In this study, a document analysis was conducted on the bookstore contracts for the universities included in the State University System of Florida. Namely, issues of textbook affordability, digital material terminology and seller exclusivity were investigated. It was found that textbook affordability was generally conceived in terms of print rental textbooks and buyback programs, and that eTextbooks were priced higher than print textbooks (25% to 30% markup). Implications and recommendations for change are shared.
Mathematics Teachers' Use of Ethnomathematics Approach in Mathematics Teaching in Edo State
Author: Aikpitanyi, Lucky Aiwuyor
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Foreign Countries,Questionnaires,Statistical Analysis,Teacher Surveys,Teacher Attitudes,Teaching Methods,Gender Differences,Rural Urban Differences,Student Diversity,Relevance (Education),Secondary School Teachers,Secondary School Mathematics,Hypothesis Testing

The study investigated mathematics teachers' use of ethnomathematics approach to teaching. Descriptive survey research was used with a target population of all mathematics teacher in all public secondary schools in Oredo, Egor and Ikpoba-Okha local government areas of Edo State out of which 121 mathematics teachers in 42 randomly selected public secondary schools were sampled. Fourteen schools each were selected from the three local government Areas by balloting. The instrument for the data collection was ethnomathematics opinion survey questionnaire. Data collected were analysis using descriptive statistics. From the analysis, it was established hat majority of mathematics teachers are using ethnomathematics approach in teaching. Results also showed that there is no significant difference between male mathematics teachers and their female counterparts in their use of ethnomathematics approach to teaching and there is no significant difference between mathematics teachers in rural areas and their counterparts in urban areas in their use of ethnomathematics approach to teaching. Recommendation were made. One of which was the national policy on education recommendation of teacher's students ratio of 1:40 should be strictly adhered to.
Online College Laboratory Courses: Can They Be Done and Will They Affect Graduation and Retention Rates?
Author: van Hunnik, Eddy
Date: 2015-12-00
Type: Journal Articles
Subjects: Online Courses,College Programs,Graduation Rate,Academic Persistence,Best Practices,School Holding Power,Learner Engagement,Hands on Science,Laboratory Experiments,Virtual Classrooms,Educational Practices,Educational Strategies,Teaching Methods,Electronic Learning

Online education has been steadily growing during the last decade. This growth has mainly taken place in the non-laboratory science fields. This essay describes some of the best practices to increase and maintain student retention, increase student engagement and increase graduation rates for college running online laboratory science courses. This article further discusses how to run successful, hands-on laboratory courses for your online students. The most common issues are being discussed and what can be done to provide the students with the same hands-on experience online as what they would experience in a more traditional classroom setting.
Quality Assurance in Higher Education: A Review of Literature
Author: Ryan, Tricia
Date: 2015-12-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Higher Education,Global Education,Accreditation (Institutions),Models,Evaluation Methods,Institutional Evaluation,Accountability,Educational Improvement,Student Participation,College Students,Literature Reviews

This paper examines the literature surrounding quality assurance in global higher education. It provides an overview of accreditation as a mechanism to ensure quality in higher education, examines models of QA, and explores the concept of quality (including definitions of quality and quality assurance). In addition, this paper provides a review of research on the effectiveness of quality assurance practices, with a particular focus on student involvement with quality assurance.
The First Year: A Cultural Shift towards Improving Student Progress
Author: Jobe, Rebecca L.
Date: 2016-03-00
Type: Journal Articles
Subjects: Student Improvement,Student Experience,Student Satisfaction,Developmental Studies Programs,Online Courses,College Freshmen,College Planning,School Holding Power,Academic Persistence,Change Strategies,Evidence Based Practice,Decision Making,Cultural Context

Student attrition has been a primary focus among higher education institutions for nearly 50 years, yet overall retention and graduation rates continue to be of significant concern. Despite increased attention, ongoing struggles of colleges and universities to effectively address potential barriers to student progress are well-documented. Part of the challenge lies in garnering widespread organizational commitment that establishes student progress as an institutional priority. Along with leadership commitment, broad institutional involvement and adherence to a systematic approach to testing new, innovative solutions are necessary to better position the institution to make clear, evidence-based decisions that improve the student experience. The purpose of this manuscript is to detail one university's cultural shift towards establishing a clear student progress strategy (with particular focus on the first year), and the methodological approach that laid the foundation for a multi-year study of initiatives that resulted in improved student satisfaction, performance, and retention.
College Radio as a Mechanism for Participatory Learning: Exploring the Scope for Online Radio Based Learning among Undergraduates
Author: Ibrahim, Bahaeldin
Date: 2016-03-00
Type: Journal Articles
Subjects: Radio,Undergraduate Students,Educational Radio,Teaching Methods,Educational Technology,Technology Uses in Education,Student Participation,Foreign Countries,Questionnaires,Statistical Analysis

This paper explores the prospects of online college radio at Sur College of Applied Sciences, its need among students and the possible scope of its contributions to student learning, engagement and community service. It explores the method of developing a holistic mechanism to capture the possibilities of maximizing learning experience by employing college radio as an educational tool to understand the micro-dynamics and localized necessities that deem it necessary or unnecessary. Through this, it attempts to locate an appropriate mechanism, and targeted use of the college radio in contributing to the learning outcomes and educational experience of the students. The study finds considerable scope for radio based learning at Sur College of Applied Sciences across a range of uses and gratification indicators consistent with the primary objectives of the college. The study discusses the theoretical and practical implications of the findings, and the pedagogical significance of the college radio as an alternative.
Connecting Leadership and Learning: Do Versatile Learners Make Connective Leaders?
Author: Robinson, Jill L.
Date: 2016-03-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Leadership Styles,Leadership Training,Learning Strategies,Cognitive Style,Experiential Learning,Educational Theories,Undergraduate Students,Journalism Education,Likert Scales,Hypothesis Testing,Student Attitudes,Preferences,Measures (Individuals)

Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb's Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in learning styles translates into versatility in leadership styles. One group of versatile learners reported using a wider range of leadership styles suggesting that learning flexibility may transfer to leadership flexibility. Surprisingly, learners of all types reported utilizing Power and Intrinsic styles of leadership above all others. Implications for leadership development include considering individual differences when crafting leadership programs, matching learning styles to leader training, and the need to move beyond one set of leadership behaviors to increase flexibility in dealing with complex situations. Using a large sample rarely seen in management studies, this paper makes key contributions to the literature.