ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of a Two-Day Inclusion Workshop on Teachers&apos; Attitudes, Understanding, and Competence in Inclusive Education
Author: Sunardi
Date: 2014-00-00
Type: Journal Articles
Subjects: Inclusion,Workshops,Program Effectiveness,Teacher Attitudes,Teacher Competencies,Parents,Elementary School Teachers,Foreign Countries,Knowledge Level,Parent Attitudes,Pretests Posttests,Attitude Change,Scores,Correlation,Active Learning,Regular and Special Education Relationship,Quasiexperimental Design,Statistical Analysis

The previously UNESCO initiated policy of inclusive education has been adopted by the Indonesian government since 2003. As a new policy, inclusion will require many changes in the existing system of education which tends to be segregative. This research investigated the effects of a two-day workshop on parents attitudes, teachers' competence and knowledge related to inclusive education. The subjects of the study were 50 parents and 50 teachers of 25 primary schools from 25 subdistricts in the district of Wonogiri, Indonesia. They took part in a two-day workshop in inclusive education using active learning modes of presentation. Teachers' knowledge was measured using a written test, while parents' attitudes and teachers' competence were measured using Likert type scales. The results showed that: (1) The two-day workshop in inclusive education significantly improved parents' attitudes toward inclusive education. The mean score of parents' attitudes before workshop was 137,26 (SD = 17.383), and the mean score after workshop was 148,46 with a standard deviation of 15,439. A t-test for correlated means resulted in a p = 0.000. (2) The two-day workshop significantly improved teachers' knowledge about inclusive education. The mean score of teachers knowledge before workshop was 57.60 and the mean score after workshop was 67.36, both were below the mastery criteria of 70. A T-test for correlated means resulted a p value of 0.00, indicating a significant improvement of knowledge. (3) The two-day workshop also significantly improved teachers' feeling of competence working in inclusive classrooms. The mean score of teachers' competence before workshop was 334,82 (SD = 69,857) and the mean score after workshop was 372,56 (SD = 72,505). A t-test for correlated means resulted a p value of = 0.000.
Measuring Vocabulary Learning Strategy Use of Turkish EFL Learners in Relation to Academic Success and Vocabulary Size
Author: Kirmizi, Özkan
Date: 2014-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Correlation,Literature,Academic Achievement,Foreign Countries,Questionnaires,Elementary School Students,Grade 2,Grade 3,Notetaking,Statistical Analysis

The purpose of this study was to investigate Vocabulary Learning Strategy (VLS) use of English Language and Literature Department students in relation to academic success and vocabulary size. The participants of the study are 213 English Language and Literature students. Two data collection tools were used in the study. The first tool was theVocabulary Learning Strategy (VLS) questionnaire which was adapted from by Gu &amp; Johnson (1996), and the second data collection tool was a Vocabulary Level Test (VLT) developed by Nation (1983). Descriptive statistics were conducted in order to measure the level of vocabulary learning strategy (VLS) use and vocabulary size of the participants. In addition, correlation analysis was carried out in order to see which VLSs are more frequently used by low, middle and upper level vocabulary size students. The results indicated that the participants have a high level of vocabulary size for 2000 word level, 3000 word level, and academic word levels, a moderate level of vocabulary size for 5000 word level and a low level in 10000 word level. The participants were found to have a moderate level of vocabulary learning strategy use. The study also found that 3rd grade students had larger vocabulary size in terms of 2000, 3000 and academic vocabulary level. As for the vocabulary strategy use, 3rd grade students were found to use &quot;bottom-up strategies&quot; and &quot;note-taking strategies&quot; more frequently than 2nd grade students. Finally, correlation analysis revealed that &quot;bottom-up strategies, using linguistic clues&quot;, and &quot;top-down strategies&quot; significantly correlated with academic success.
&quot;There&apos;s No Physical Activity in Physical Education&quot;: The Challenges of Studying Senior PDHPE in NSW, Australia
Author: Ardzejewska, Kathie
Date: 2014-00-00
Type: Journal Articles
Subjects: Physical Activities,Physical Education,Christianity,Religious Education,Metropolitan Areas,Physical Education Teachers,Teaching Methods,Gender Differences,Foreign Countries,Student Attitudes,Course Descriptions,Mixed Methods Research,Questionnaires,Student Motivation,High School Students,Health Education,Teacher Student Relationship,Semi Structured Interviews

Using the theoretical frameworks of change and student voice this study examined whether the enactment of the senior Personal Development, Health and Physical Education (PDHPE) syllabus was received positively by students in light of their previous experience with the junior PDHPE syllabus. In addition, the study sought to examine whether there were any differences between the attitudes of females and males. Thirty-seven senior students and two PDHPE teachers from a coeducational Christian school located in a middle class metropolitan Sydney area were recruited for this study. A mixed method approach of questionnaire followed by interview was used. The data revealed that the main factors that influenced student attitudes were the disconnect in both the content focus and pedagogical practice between the junior and senior syllabi. Females reported a more positive experience and were more motivated than their male peers. The main concern for the students was the limited opportunities for physical activity and they reported that they liked studying &quot;health&quot; topics the least. Whether the students saw the change as manageable depended largely on their view of their teacher. Given the findings, it is recommended that attempts should be made to close the gap between the junior and senior PDHPE syllabi. It would also benefit student transition to senior PDHPE study if there were greater dialogue between students and teachers to clarify their perceptions and expectations of each other.
Structural Equation Modeling for Studying Adaptation of the Students with Disabilities in Inclusive Junior High Schools
Author: Chen, Li Ju
Date: 2014-00-00
Type: Journal Articles
Subjects: Structural Equation Models,Junior High School Students,Foreign Countries,Disabilities,Intervention,Language Skills,Student Adjustment,Longitudinal Studies,Inclusion,Factor Analysis

This research explored the factors of the adaptation for the children with disabilities studying in inclusive junior high schools. The subjects were recruited from the Special Needs Education Longitudinal Study of Taiwan. The result of the Confirmatory Factor Analyses reflects that there are two, three and five observed variables included in the intervention timing, language skills, and school adaptation respectively. Per structural equation modeling, the research found that the intervention timing impacts the children's language skills, and language skills impact the children's adaptation in inclusive junior high school setting. Based on the research findings, some implications for intervention practices are provided.
Relevance of IT Integration into Teaching to Learning Satisfaction and Learning Effectiveness
Author: Huang, Shiuab-Ying
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Educational Technology,Technology Uses in Education,Vocational Education,Satisfaction,Supervisors,College Faculty,Structural Equation Models,Goodness of Fit,Instructional Effectiveness,Teaching Methods,Hypothesis Testing,Questionnaires,Attitude Measures,Statistical Analysis

The main purpose of this study is to verify and understand the effects of IT integration into teaching by colleges and vocational schools in Taiwan on learning effectiveness, with learning satisfaction as a mediator. This paper adopts stratified sampling on the administrative supervisors and teachers (i.e. population) in Taiwanese colleges and vocational schools. Structural equation modelling (SEM) is performed to verify the overall model and goodness-of-fit of the structural model and the measurement model. The research results suggest: (1) IT integration into teaching yields significantly positive influence on learning effectiveness; (2) IT integration into teaching exhibits significantly positive influence on learning satisfaction; and (3) Learning satisfaction has a significantly positive influence on learning effectiveness. In sum, learning satisfaction exhibits a certain degree of mediating effects. The research findings can serve as a reference to the administrative supervisors and teachers in Taiwanese colleges and vocational schools regarding the importance and benefits of IT integration into teaching to learning satisfaction and learning effectiveness of students.
Self Concept and Motivation Variables as Correlates of Acquisition of ICT Competence among Social Studies Students of Obafemi Awolowo University, Ile-Ife, Nigeria
Author: Adeyemi, B. A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Concept,Social Studies,Student Motivation,Technological Literacy,Competence,Undergraduate Students,Statistical Analysis,Student Surveys

The study examined the level of ICT competence among Social Studies undergraduates of Obafemi Awolowo University, Ile-Ife, Nigeria. It also investigated the influence of motivation variables as well as the influence of self concept on the acquisition of ICT competence. This was with a view to improving ICT competence in higher institutions of learning. The study employed survey research design. The population consisted of all Social Studies students of Obafemi Awolowo University, Ile-Ife, Nigeria. Purposive sampling technique was employed in selecting one hundred Social Studies undergraduates. Three research questions emanated from the study. Three instruments titled: &quot;Motivational Use Scale&quot; (MUS), &quot;Self-Concept Scale&quot; (SCS) and &quot;ICT Competence Scale&quot; (ICTCS) were developed and used for the study. Data were analysed using simple percentages and chi-square statistics. The results among others, showed that data analysis, microsoft publishing and photoshop had the lowest competence level of 36%, 32% and 29% respectively. Also, self concept had a very strong influence on the acquisition of word processing knowledge with significant value of 0.027. It was recommended that students need to be encouraged in the use of ICT tools.
Uncovering University Students&apos; Readiness through Their Assessment of Workplace Communication Skills
Author: Magogwe, Joel M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Career Readiness,College Students,Student Attitudes,Interviews,Employer Attitudes,Job Skills,Communication Skills,Course Descriptions,Workshops,Questionnaires,Comparative Analysis,Foreign Countries,College Graduates

Employers in today's competitive and challenging global world prefer employees who possess &quot;soft skills&quot; in addition to &quot;hard skills&quot; because they make an impact and create a good impression in the workplace. This study examined employment readiness of the University of Botswana (UB) students who took the Advanced Communication Skills (GEC 213) course in 2013. It also explored their perceptions on the importance of these skills. A triangulation approach was used involving a survey and interview to explore issues pertinent to the study questions. Ninety (90) students enrolled for the GEC 213 course completed a questionnaire and six (6) were interviewed face to face. The study found that the students regarded the skills taught in GEC 213 as very important and that more students should be enrolled in this course. The study suggests the infusion of these skills in other courses in the University, and that workshops should be conducted for all the other teaching staff on how to infuse communication and other soft skills in their courses. The study therefore recommends more research to get the views of employers regarding the readiness of the UB graduates for employment and for using soft skills. It also recommends a study comparing the perceptions of the employees with those of the University of Botswana students with regard to the students' readiness for employment.
Development of Examination Behaviour Inventory: An Integrity Measure for Prevention of Cheating in School Exams
Author: Ossai, Moses C.
Date: 2014-00-00
Type: Journal Articles
Subjects: Cheating,Ethics,Student Behavior,Prevention,Tests,Foreign Countries,Secondary School Students,Student Characteristics,Test Construction,Psychometrics,Study Habits,Compliance (Psychology),Anxiety,Student Attitudes,Cooperation,Factor Analysis,Statistical Analysis

Cheating in examinations is an educational menace that has threatened the very essence of schooling in most countries of the world. Therefore, it has become imperative for researchers in education to seek alternative strategies for curbing it in order to restore the dignity of school examinations as an instrument for assessing actual educational attainment by students. This research study addresses this challenge by developing an inventory that could be used to measure the examination behaviour of prospective candidates for school certificate examinations. The rationale for developing the instrument is based on providing a tool for identifying students who have positive tendencies towards engaging in cheating behaviour during school examinations. The initial sample used for the validation of the Examination Behaviour Inventory was 2000 candidates enrolled for the 2013 Senior School Certificate Examinations in Nigeria while the standardization of the instrument involved 4000 candidates. Cronbach Alpha index of the instrument is 0.843 and Factor Analysis delineated 12 principal component factors. Other psychometric properties of the inventory and the detailed processes involved in the construction, validation and standardization of this valuable educational instrument is reported. The instrument is recommended to School Counsellors, Psychologists, Teachers, Administrators and other stakeholders in education who are interested in the identification of prospective candidates who have a tendency to engage in cheating during examinations so as to apply proactive reformation on them.
Repositioning Senior Secondary Education in Nigeria for Producing Entrepreneurial-Oriented Students
Author: Ohia, Adanma Ngozi
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary School Students,Entrepreneurship,Questionnaires,Principals,Assistant Principals,Foreign Countries,Administrator Attitudes,Statistical Analysis,Communication Skills,Personality,Technological Literacy,Skill Development,Student Centered Learning,Teaching Methods,Vocational Education

This paper brings to the fore a realization of the fact that the performance of the products (outputs) of the education system is an index of the inputs into the system. For the students to have enterprising and innovative mindsets, it is important to expose them early to practical entrepreneurial and vocational skills while in school. This study therefore sought to identify what skills are imparted to the students practically and the teaching/learning exercises used. The research design was descriptive survey. Government Secondary Schools (236) in Rivers State, Nigeria constituted the population. Proportionate stratified random sampling technique was used to get a sample size of 70 (30%) senior secondary schools. The total respondents were 140 made up of 70 principals and 70 vice-principals. Three research questions and one hypothesis guided the study. Data were collected using structured questionnaire. The instrument reliability was established using test re-test method (r-coefficient was 0.82), Mean (X) and standard deviation (SD) were used to answer the research questions and the hypothesis analysed using t-test at 0.05 level of significance. Practically the students were taught some vocational skills like agriculture, technical drawing, food and nutrition. The entrepreneurial skills imparted to them are communication skills, personality skills, and digital literacy skills. It was recommended among other things that the students should be exposed to more practical skills. Students centered teaching/learning exercise need to be used to encourage active participation of the student.
Leadership Skills of Faculty Members at Al-Istiqlal University: Cadets&apos; Point of Views
Author: Samra, Mahmoud A. Abu
Date: 2014-00-00
Type: Journal Articles
Subjects: Leadership Qualities,Teacher Leadership,Skill Analysis,Questionnaires,Likert Scales,Teacher Surveys,Gender Differences,Educational Attainment,Institutional Characteristics,Hypothesis Testing,College Faculty,Military Training,Military Schools,Foreign Countries

The aim of this study is to determine the availability of leadership skills of faculty members (civilian and military personnel) at Al- Istiqlal university (AIU). The population of the study was composed of AIU students, including juniors and sophomores. A random sample, consisting of 137 cadets, was chosen. The researcher developed a questionnaire to measure the leadership skills of faculty members. The study results showed that the leadership skills of faculty members at AIU are moderately available, where the average was 2.10 according to three-points Likert scale. They also revealed that the leadership skills of civilian faculty members were higher than those of the military personnel on all domains of the study. Moreover, they indicated that there were no statistically significant differences in the availability of leadership skills attributed to all variables of the study. Based on the results of the study, certain recommendations were presented which assist in achieving objectives of the study as well as the objectives of AIU, collectively.
Appraisal of Assessment Skills of Basic Science Education Teachers: Towards Quality Assurance
Author: Offor, Elizabeth I. D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Quality Assurance,Teaching Skills,Science Teachers,Elementary School Science,Student Evaluation,Teacher Competencies,Skill Analysis,Lesson Plans,Test Items,Behavioral Objectives,Cognitive Objectives,Test Reliability,Test Validity,Foreign Countries

Assessment is a very important programme in education. Assessment information shows the level of achievement of objective. Important decisions are made about the learner and education system based on results of assessment. Whatever the parents know about quality of education is through the assessment reports of their wards. Considering its primordial role in education, it is not safe to conduct assessment in a haphazard manner. Assessment requires some levels of competency to be able to ask the right questions and elicit the desired responses. Educational system in Nigeria has been accused of poor quality due to poor skills acquisition of the graduates. Can the problem be traced to wrong mode of assessment? Primary education is the foundation- laying stage of which if the problem is detected and corrected at this level, quality would be assured. This is the reason the researcher carried out study to ascertain the assessment competence of basic (Primary 1-6) teachers who assess and certify pupils that move to secondary level. 93 copies of lesson plan written by the teachers were critiqued in terms of adequacy of specific objectives and evaluation questions meant to be used in ascertaining the achievement of the objectives. 4 research questions guided the study. Findings showed lack of direct link between the specific objectives and the question items used in assessing them. There was preponderance of assessment questions at the knowledge level of cognitive domains. It was recommended among others that teachers need capacity building in the area of assessment of learning. Again, the current arrangement where a single teacher teaches all the subjects should be reviewed.
Developing Sampling Frame for Case Study: Challenges and Conditions
Author: Ishak, Noriah Mohd
Date: 2014-00-00
Type: Journal Articles
Subjects: Case Studies,Statistical Analysis,Sampling,Qualitative Research,Research Methodology,Statistical Inference,Holistic Approach,Sample Size,Participant Characteristics,Selection Criteria,Program Validation

Due to statistical analysis, the issue of random sampling is pertinent to any quantitative study. Unlike quantitative study, the elimination of inferential statistical analysis, allows qualitative researchers to be more creative in dealing with sampling issue. Since results from qualitative study cannot be generalized to the bigger population, qualitative researchers do not have to endure the strenuous randomization process of sampling procedure. However, qualitative researchers should not take sampling procedures too lightly, and if they do, it will affect the richness and the appropriateness of the data. The chances are, the data will not answer their research questions and this can frustrate the researchers when making meanings to the data. This paper will examine the available methods in sampling participants for qualitative study. Specifically, the paper will discuss the sampling frame suitable for case study, such as single-case (holistic and embedded), multi-case, and a snowball or network sampling procedure. Discussion will also involve challenges anticipated for each procedure.
The Contribution of the Human Development Index Literacy Theory to the Debate on Literacy and Development
Author: Biao, Idowu
Date: 2014-00-00
Type: Journal Articles
Subjects: Literacy,Community Education,Pretests Posttests,Measures (Individuals),Social Theories,Developing Nations,Participative Decision Making,Rural Areas,Sustainable Development,Economic Development,Self Disclosure (Individuals),Information Literacy,Knowledge Level,Focus Groups,Foreign Countries,Quasiexperimental Design

The Human Development Index Literacy (HDIL) theory was developed in 2011 to eliminate or minimise the negative impact of issues underlying the failure of previous literacy programmes in promoting socio-economic development. This theory was tested for the first time between July 2013 and February 2014 in two rural communities of Botswana. A seven-item self-report inventory was developed for the purpose of recording the perceptions of 80 participants in regards to development issues, before and after training on a special literacy programme known as the Human Development Index Literacy; student's t-test was employed in testing the significance of difference between pre and post HDIL treatment scores in both communities. The findings threw up unexpected pieces of information relating to rural populace perceptions concerning the concept of development as regard justification for retaining cultural practices, craving for capital formation and other issues. The findings equally revealed that the Human Development Index Literacy theory has the potential to promote socio-economic development using the instrumentality of literacy. This is because the differences between post-HDIL treatment scores were found to be significantly higher than pre-HDIL treatment scores in both communities (p=0.05) and participants actively sought ways of improving their own standard of living. This paper consequently recommends that governments of developing countries should encourage the development and commercialisation of indigenous knowledges and the adoption of the Human Development Index Literacy theory for purposes of development work.