ethanporcaro/eric-fulltext-meta huggingface dataset:
Vocationalisation of Secondary Education in Nigeria: Issues, Challenges and Prospects
Author: Okoye, K. R. E
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Vocational Education,Educational Policy,Teacher Competencies,Labor Market

It is highly indisputable that, the ever-escalating level of chronic unemployment among youths in many countries across the globe coupled with the resulting high level of social unrest among the youth's accounts for the increased emphasis on acquisition of vocational skills for self-reliance. The paper discusses vocationalisation of secondary education in Nigeria and also examined Nigeria's policy initiatives at vocationalisation of secondary education. It also discusses the fundamental issues in vocationalisation of secondary education, as well as some of the pressing challenges hampering effective vocationalisation of education in Nigeria. The paper suggests, among others, that a model secondary school should be established in each local government area in the country. Such schools should be fully equipped with the necessary facilities, equipment and staff for effective training of students in vocational areas. In addition, provision of infrastructures such as classrooms and workshops across all levels would ease overcrowding, increase access and reduce student/teacher ratio.
Teaching Writing within the Common European Framework of Reference (CEFR): A Supplement Asynchronous Blended Learning Approach in an EFL Undergraduate Course in Egypt
Author: Shaarawy, Hanaa Youssef
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Asynchronous Communication,Blended Learning,English (Second Language),Undergraduate Students,Quasiexperimental Design,College Freshmen,Private Colleges,Experimental Groups,Control Groups,Writing Tests,Pretests Posttests,Writing Skills,Language Proficiency,Statistical Analysis,Writing Improvement,Tutoring,Scoring Rubrics,Hypothesis Testing

Based on the Common European Framework of Reference (CEFR) and following a blended learning approach (a supplement model), this article reports on a quasi-experiment where writing was taught evenly with other language skills in everyday language contexts and where asynchronous online activities were required from students to extend learning beyond classroom hours. The experiment was carried out with freshmen in one of the Egyptian private universities. Twenty one pre-intermediate level students represented the experimental group that was taught the new CEFR course, and twenty six other students of the same level represented the control group that was taught the traditional face to face academically contextualized course. A pre and post writing tests were used to reveal students' writing proficiency before and after the experiment, and a &quot;t&quot; test was also used to measure the development of each group to find out whether their writing has developed after tutoring or not. Results indicated that the experimental group transcended the control group in 70% of the rubrics used to grade students' writing, and when measuring the results of the experimental group in the pretest and the posttest, there was a significant development in their writing proficiency level. This experiment is considered a step towards developing students' learning techniques in the institution; henceforth in the country. The experiment is one of the leading initiatives to teach English as a Foreign Language according to CEFR following a blended learning approach to undergraduate students in Egypt.
Tangible and Intangible Student Success
Author: Johnson, Marc A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Success,Honors Curriculum,Academic Achievement,Relevance (Education),Student Development,Educational Benefits,College Programs,Value Judgment,Program Effectiveness

The value that honors programs hold for universities lies in the tangibles. Honors programs help an institution pinpoint and cultivate the talents of its finest students. They help these students achieve undergraduate research and encourage them to seek further inquiry and creative endeavor. They provide the counsel, advising, and encouragement that can lead to nationally and internationally competitive, prestigious scholarships in all academic fields and endeavors. They help bring renown to the university they serve by ensuring that the institution's finest students receive the care and attention needed to succeed in challenging academic and research environments. They can and usually do lead the student down a transformational career path. These are the tangibles. Marc Johnson's institute, University of Nevada, Reno, has an honors program that can attest to the validity of such outcomes. In this article, Johnson makes an equally compelling case for the personal byproducts that are often just as important, just as meaningful, that can be gained from the University of Nevada, Reno's honors program. The program helps change the lives of the students it serves, both tangibly through academic achievement, and intangibly through a stronger sense of direction and self-worth.
Success in a Hurry
Author: Martin, Harold L., Sr.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Program Descriptions,Educational Development,Educational History,Program Effectiveness,College Programs

Although a young program, the North Carolina A&amp;T Honors Program illustrates how quickly and successfully honors can achieve its goals of providing a quality education to its high-achieving students, and how these students can benefit academically and personally from the experiences that honors provides for them. This article provides a brief history of the development of North Carolina A&amp;T State University's honors program, which began in 1998, and gives examples of the success that the program has achieved.
Transformation from Within
Author: Schrum, Jake B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Educational Experience,Program Descriptions,Educational Objectives,College Programs

Emory &amp; Henry College has demonstrated that honors, far from being elitist, benefits all the students on campus. The faculty of Emory &amp; Henry College established the honors program in 2009 to provide an enhanced academic experience for the college's best students. The program inducted its first class of sixteen students in the fall of 2009, and the first cohort graduated with College Honors Diplomas in May of 2013. The author, who is the president of the college, arrived at Emory &amp; Henry soon after in August 2013, when the honors program was already establishing itself as a success. In this article, the author shares the faculty goals in establishing the honors program, along with a brief overview of the program offered at Emory &amp; Henry.
A Personal and Professional Perspective on an Honors Program
Author: Mearns, Geoffrey S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Programs,Program Attitudes,Opinions,Program Descriptions,Educational Benefits,Student Development

Northern Kentucky University (NKU) is a comprehensive public university located just five miles south of Cincinnati, Ohio. At NKU, educators aspire to provide a personal educational experience to the more than 12,000 undergraduate students who enroll each year. Given the demographics of the undergraduate student body--more than 50% are first-generation college students and 40% are eligible for Pell grants--the education provided is truly transformative. One of the ways that educators deliver on their commitment to the students is through the excellent honors program. The NKU Honors Program, which has grown to more than 500 students, enables students to take special seminars and to conduct research projects with senior faculty. The program focuses on developing the analytical skills that are vital for success in a dynamic and competitive economy. Because of the demographic profile of the students both in the honors program and at the university, the honors students are exposed to diverse perspectives and experiences. In this article, the author, who is the president of the university, briefly describes the honors program and the benefits it provides to the students at the university.
Teaching Strategies for Enhancing Peer Interaction among Diverse Learners
Author: Sit, Helena Hing Wa
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Strategies,Teaching Methods,English Departments,English (Second Language),Second Language Instruction,Student Diversity,College Students,Peer Relationship,Interaction,Teacher Role,Classroom Observation Techniques,Multicultural Education,Learner Engagement,Teacher Student Relationship,Cultural Differences,Cultural Background,Cultural Context

Hong Kong's universities have been attracting non-local students to diversify the overall student mix and enhance internationalism in higher education. Mainland Chinese students have become the largest non-local student source in this Western-style higher education sector. The diversity of student body together with the promotion of multicultural experience has created major concerns about provision of high quality learning and teaching. Studies show there have been potential peer interaction obstacles between local and mainland students due to different social, cultural and educational backgrounds. However, research on the role of teachers in facilitating peer interaction is limited. This paper reports an investigation on how teaching strategies used in the English Department had an impact on enhancing peer interactions in the university classroom context. Classroom observation containing textual descriptions and numeric interpretations was used. Solutions were recommended to improve the multicultural learning environment in Hong Kong and other universities with diverse student cohorts.
Truman Smith's Reports on Nazi Militarism: Domestic Political Priorities and U.S. Foreign Policy-Making in Franklin Roosevelt's First and Second Terms
Author: Shearer, Sam
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Policy,United States History,Military Personnel,Career Development,Biographies,Profiles,Military Service,Change Agents,Political Issues,Political Power,Intellectual History,War,Historical Interpretation,Foreign Countries

After an accomplished military career leading up to and during World War II, Truman Smith (1893-1970) was seemingly forgotten. His name was seldom mentioned after the war until his memoirs were published posthumously in 1984. History shows Smith to be an astoundingly successful figure in military intelligence. This article provides a biography on the military career of Truman Smith.
The Impact of Training Metacognitive Strategies on Reading Comprehension among ESL Learner's
Author: Habibian, Maryam
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metacognition,Reading Comprehension,English (Second Language),Second Language Learning,Instructional Effectiveness,Reading Instruction,Second Language Instruction,College Second Language Programs,Reading Tests,Questionnaires,Semi Structured Interviews,Direct Instruction,Student Attitudes,Reading Ability,Reading Strategies,Pretests Posttests,Quasiexperimental Design,College Students,Majors (Students)

The present study investigates the impact of training metacognitive strategies in reading comprehension and has been conducted among students from University Putra Malaysia. Forty eight subjects majoring in English including both males and females participated in the study. They have been chosen from first level of reading and divided into two groups, namely, experimental and control group. To carry out the process, initially, a standard test of reading comprehension was given to both experimental and control groups in order to compare their reading abilities. Results indicated that there was no significant difference in their reading abilities and therefore the classification of the students was reasonable. Subsequently, twelve-week training on metacognitive strategies was given to the experimental group, and after the training sessions their performance was measured through reading comprehension tests, metacognitive strategy questionnaire, and semi-structural interview. The results showed that participants' ability in the two strategies of monitoring and assessment increased after receiving explicit instruction of metacognitive strategy. However, only the experimental group had positive view toward these strategies and believe that the effective learning of these strategies can enhance their reading ability. The findings in this study make contribution to the body of knowledge and not only provide a clear insight of the effectiveness of metacognitive strategies in the process of reading, but also support the belief that explicit instruction of metacognitive strategies will enhance learners reading ability.
Attitudes towards Study Effort Response to Higher Grading Standards: Do Gender and Personality Distinctions Matter?
Author: Fallan, Lars
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grading,Academic Standards,Gender Differences,Personality Traits,Preferences,Student Attitudes,Study Habits,Economics Education,Business Administration Education,Business Schools,Personality Measures,Extraversion Introversion,College Students,Academic Ability,Responses,Statistical Analysis

The purpose of this paper is to explore how gender and personality preferences affect student attitudes towards effort response to higher grading standards. Data collected from 150 economics and business students at a Scandinavian business school reveals that higher grading standards enhance effort and time devoted to learning to a higher degree among male than female students. Furthermore, personality dimensions from Myer-Briggs Type Indicator (MBTI) indicate that students having extrovert, thinking and judging preferences respectively do respond more positively towards a harder grading practice, compared to those who have introvert, feeling and perceiving preferences, respectively. Further research is needed to see whether these findings are readily generalized, or whether they should be interpreted in light of Scandinavian culture and business school settings.
Upper Primary Level History Teachers' Attitudes toward the Use of School Field Trips as an Educational Aid throughout Schools in Irbid First Education Directorate
Author: Menazel, Basil H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Field Trips,Elementary School Teachers,History Instruction,Teacher Attitudes,Questionnaires,School Administration,Administrator Attitudes,Statistical Analysis

The study aimed to identify upper primary level History teachers' attitudes toward the use of school field trips as an educational aid throughout schools in the Irbid First Education Directorate, through exploring the importance of school field trips in the creation of an interactive atmosphere and to encourage school administration attitudes towards supporting such trips throughout schools of the Irbid First Education Directorate.The study population consisted of 52 (22 male and 34 female) primary level History teachers at schools in the Irbid First Education Directorate. The study instrument was distributed to the study population as a whole to acquire more accurate results that may be generalized to similar populations. The rate of return was with 50 questionnaires returned.The study found that upper primary level History teachers' attitudes towards use of school field trips as an educational aid throughout schools in the Irbid First Education Directorate was practiced at a Medium level in the following dimensions: the importance of school field trips in the creation of a student interactive atmosphere and school administration attitudes towards organizing these trips.
English Teaching and Learning in Brazilian Regular Schools and Language Schools: A Study on Teachers' Beliefs
Author: Fragozo, Carina Silva
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Instruction,English (Second Language),Comparative Analysis,English Teachers,Teacher Attitudes,Beliefs,Private Schools,College Faculty,Questionnaires,Teaching Methods,Credentials,Student Motivation,Public Schools

This paper aims to diagnose, through a qualitative comparative study, the main differences concerning the teaching of English in Brazilian regular schools when compared to language schools. There has been a growing tendency of students to attend language schools while still having English classes at their regular schools, and this has led to a lot of change in teachers' beliefs and approaches in general over the years. To establish this diagnosis, a questionnaire consisting of 14 key points related to this topic (ranging from teaching resources and methodologies to workloads and knowledge of grammar) was answered by six teachers of English, three working at regular schools, and three at language schools. The main findings can be summarized by the fact that heavier workloads, bigger groups, lack of resources and focus on reading and writing have made regular school teaching less effective than the experience students have when attending classes at language schools.
Social and Emotional Learning in a Freshman Seminar
Author: Wyatt, Jeannette B.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Freshmen,Interpersonal Competence,Emotional Development,Social Development,First Year Seminars,Self Concept,Self Management,Skill Development,School Holding Power,Academic Persistence,Academic Achievement,Surveys,Teaching Methods,Assignments

First year college students are challenged both socially and academically in their transition to college life. The literature suggests that social and emotional competence skills can help with this transition. This article describes the course content for a University freshman seminar that teaches skills in social and emotional competence in order to ease the transition into college and facilitate academic success. This paper discusses instruction about five core components of social and emotional competence: knowledge of emotions in self and others; self-management, relationship, and tolerance skills; and behavioral and perceptual flexibility. Specific content, assignments, and pedagogical techniques are discussed and implications for helping freshman are considered.
Gender and Environmental Sustainability: Issues and Problems Involved for Persons with Special Needs in Nigeria
Author: Egaga, Patrick I.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Females,Environmental Education,Disabilities,Gender Differences,Special Education,Womens Education,Elementary Secondary Education,Postsecondary Education,Higher Education

Sustainability of the environment is one of the major problems facing African people, most especially Nigerians. It is unfortunate that women, by the nature of their daily activities of managing the homes and families are in touch with nature and environment and are at greater risk of health hazards and foetal damage. This paper focuses on the type of education that women need to instill in them knowledge and skills for handling environmental problems. The paper concludes with some recommendations that environmental courses, clubs, training and retraining of teachers, networking with NGOs on environmental education for sustainability should be implemented. To this end, the government should put in place laws and policies for effectiveness of environmental programmes.
Efficacy of Information and Communication Technology in Enhancing Learning Outcomes of Students with Hearing Impairment in Ibadan
Author: Egaga, Patrick I.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Hearing Impairments,Deafness,Pretests Posttests,Quasiexperimental Design,Achievement Tests,Statistical Analysis,Economics Education,Foreign Countries,Technology Uses in Education,Secondary School Students,Experimental Groups,Control Groups,Instructional Effectiveness

The study aimed at examining the efficacy of Information and Communication Technology (ICT) in enhancing learning outcomes of students with hearing impairment in Ibadan. The study adopted a pretest, post-test, control group quasi-experimental research design. Purposive sampling techniques was used for the selection of thirty participants comprising of (15 males and 15 females) used for the study. The instrument used in carrying out the study was Economics Achievement Test (EAT) with reliability coefficient of 0.72. Analysis of covariance (ANCOVA) was used to analyse the null hypothesis generated and tested at 0.05 level of significance. The result showed that there is a significant main effect of ICT on the participants' learning outcomes in economics. Based on the findings of the study, it was recommended among others that teachers should utilize ICT during teaching learning process in the classroom and also go for in-service training to update their knowledge on the best way of handling ICT facilities to impact knowledge.
Different Cultures, Different Students, Same Test: Comparing Math Skills of Hungarian and American College Students
Author: Price, Barbara A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Mathematics Skills,Comparative Analysis,Cross Cultural Studies,Cultural Differences,Business Administration Education,Mathematics Tests,Statistical Analysis

In recent decades, Hungary and the United States have embraced new philosophies in their approach to teaching mathematics. Hungary's changes were driven by social and economic shifts, the U.S. by the creation of national standards. In both countries, university faculty members complain about students' poor math skills. Professors from three universities tested students in different business classes; all classes have a significant math component and require critical thinking. Analyses revealed that Hungarian students outperformed those in the U.S., that there was no difference in performance by gender, and that students who were further along in their university classes did not perform better than those who were beginning degree programs.
Developing a Model for Identifying Students at Risk of Failure in a First Year Accounting Unit
Author: Smith, Malcolm
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,College Freshmen,Accounting,Academic Failure,Models,Regression (Statistics),Databases,Predictor Variables,Student Attrition,Student Characteristics,Intervention,Statistical Analysis,Instructional Program Divisions

This paper reports on the process involved in attempting to build a predictive model capable of identifying students at risk of failure in a first year accounting unit in an Australian university. Identifying attributes that contribute to students being at risk can lead to the development of appropriate intervention strategies and support services. In this study, regression analysis was used to model the impact of individual factors on grade performance based on a review of the literature and using data extracted from a university's student information database for all students who completed a first year accounting unit in one semester. The overall findings were that while the explanatory power of the model was poor, a number of variables were found to have a significant impact on performance. These variables included: younger students, males, those enrolled in non-business majors, and those with English as a second language. Further research in this area is warranted with the overall aim of reducing student failure and subsequent student attrition as well as developing appropriate intervention strategies.