ethanporcaro/eric-fulltext-meta huggingface dataset:
A Self-Determination Theory Based Motivational Model on Intentions to Drop out of Vocational Schools in Vietnam
Author: Hang, Bui Thi Thuy
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Determination,Motivation Techniques,Models,Intention,Dropout Characteristics,Vocational Schools,Student Motivation,Vocational Education,Questionnaires,College Students,Academic Persistence,Dropout Prevention,Personal Autonomy,Positive Behavior Supports,Path Analysis,Statistical Analysis

Purpose: Student motivation for positive academic outcome and persistence at school is significantly affected by personal and environmental factors. Anchored in self-determination theory, this study tested a motivational model which looked at how support in terms of perceived teacher autonomy and from school administration constituted the key factors in explaining school climate. The study was also primarily concerned with how these crucial factors would help predict student motivation and perceived competence, and how they in turn, would affect student school performance and help predict student drop out intentions. Methodology: This model was tested on 277 first year vocational college students in Hanoi, Vietnam. Data was collected through a self-report questionnaire. The hypothesized relationships were tested using partial least squares (WarpPLS 3.0). Findings: The structural model analysis carried out suggested that all the hypothesized relationships were statistically significant. Student experience of autonomy support from teachers and administrators predicted motivation and perceived competence, which in turn predicted student school performance and intentions to drop out from school. Significance: The findings and its implication were discussed in relation to the type of teacher classroom behaviour and the nature of school administration style that would be required to facilitate autonomy support for the students to enhance their motivation and help them gain competence.
Understanding of Macroscopic, Microscopic and Symbolic Representations among Form Four Students in Solving Stoichiometric Problems
Author: Sujak, Kamariah Binti
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Knowledge Level,Statistical Analysis,Problem Solving,Metacognition,Protocol Analysis,Chemistry,Scientific Concepts,Equations (Mathematics),Visualization

The purpose of this article is to determine the levels of understanding for solving Stoichiometry problems from the aspect of macroscopic, microscopic and symbolic representations of high, average and low achieving students after infusion of metacognitive skills. Nine form four students aged sixteen years old from a secondary school in Kuala Lumpur, Malaysia were involved in this research. Data were collected through thinking aloud sessions and documents of students' worksheets. Findings showed that the level of understanding from the aspect of the macroscopic, microscopic and symbolic representations among high achieving students appeared high and solved all the Stoichiometry problems related to balancing chemical equations at the end of the infusion. The average and low achieving students also seemed to understand the three levels of representations and could solve most of the problems except that they could not understand the mole ratio in balancing chemical equations. This implies that the understanding of the mole ratio is necessary for solving stoichiometric problems.
The Examination of the Attitudes of Secondary School Students towards Physical Education Course
Author: Keskin, Özkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Physical Education,Physical Education Teachers,Foreign Countries,Age Groups,Statistical Significance,Gender Differences,Competition,Athletics,Sport Psychology,Statistical Analysis,Student Surveys

The aim of this study is to examine the attitudes of primary education students towards physical education courses according to certain variables. 640 students from elementary schools in the city center and several counties of Sakarya participated in the study. In the designating of the students' attitudes towards the physical education courses, the Physical Education Courses Attitude scale, which was developed by Güllü &amp; Güçlü (2009), was used. In the statistical analysis of the acquired data as a result of the study, frequency, One-Sample Kolmogorov-Smirnov, Mann-Whitney U, and Kruskal-Wallis H analysis were conducted in SPSS 15.0 for Windows software. As a result of the study, it is concluded that a large part of the students (63.9%) have a habit of doing sports regularly and the number of students who practice sports in a sports club is considerably high (43.8%). When the attitudes of the students towards the physical education courses are examined, it is discovered that the attitudes of students towards the physical education courses are generally high. It is also concluded that the attitudes of students towards the physical education courses do not demonstrate a statistically significant difference in terms of gender and age groups (P&gt;0.05). On the contrary, it is determined that the students' involvement in practicing sports with a license in a sports club and attending to tournaments affected their attitude towards the physical education courses positively and this acquired result is statistically meaningful.
Working as Partners: Course Development by a Student--Teacher Team
Author: Bengtson, Charlotta
Date: 2017-07-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Teamwork,Cooperative Programs,Student Participation,Interviews,Partnerships in Education,Curriculum Development,Curriculum Design,Student Satisfaction,Course Evaluation,Undergraduate Students,Undergraduate Study,Seminars,Foreign Countries

A first-year undergraduate course at Uppsala University has been redesigned in a process exploring different levels of student participation. In the first part of the project, the student voice was heard through interviews focusing on the role of the course in the degree program. In the second part, a student-teacher team was formed to develop course curriculum and teaching material in partnership. Among the implemented changes were new seminars focusing on conceptual understanding, redesign of all lectures to include active student participation, and a change of the course literature. The redesigned course significantly increased student satisfaction compared to previous years. Important success factors were involvement of the student organization to promote the project, institutional support, early selection of concrete development tasks, and allowing team members to choose what they wanted to develop according to their own expertise.
Taking a Community Approach to Curriculum Change
Author: Dalrymple, Sarah E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Development,Undergraduate Study,Introductory Courses,Biology,Partnerships in Education,College Students,College Faculty,Volunteers,Curriculum Design,Cooperative Programs,Case Studies,Communities of Practice,Program Effectiveness,Educational Practices,Surveys

Many undergraduate institutions are reforming their courses to increase student engagement. A critical challenge in these efforts is to engage the academic community beyond the instructors in the process of change. At our university, we embraced this challenge by creating a volunteer community of faculty, postdocs, graduate students, and undergraduates to design the discussion curricula for a new introductory biology sequence. We report on this process of curriculum development using a case study approach and describe how the community created the new curriculum and how they perceived the outcomes of the process. Our findings indicate that this curriculum design approach was embraced by the community as a valuable process and produced a set of courses with a satisfying and shared vision for student learning. We compare our community curriculum design process to those others have used, and conclude that this process is widely applicable across disciplines and institutions to design new curricula.
Perceptions of Generation Y Undergraduate Students on Career Choices and Employment Leadership: A Study on Private Higher Education Institutions in Selangor
Author: Puspanathan, Clarence Anthony
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Career Choice,Expectation,Occupational Aspiration,Leadership Styles,Qualitative Research,Student Recruitment,School Holding Power,Interviews,Age Groups

The crucial step for organisations which are recruiting Generation Y into their workforce is to understand their perceptions and expectations. This would help organisations emerge with the right strategies to attract and retain the Generation Y cohort. The aim of this paper is to contribute to the body of knowledge base in respect of Generation Y expectations and perceptions on their career choices and its influence on leadership. However, due to lack of academic research on the career expectations and perceptions of Generation Y that deems to be important, popular literature and researches were included in this research (Vieira, 2010). The target sample and population were focused on Generation Y who is undergraduates within the Selangor area. A qualitative method was used in this study to gather perceptions. Although twenty participants were targeted as the sample, the findings and discussions of this research are based on fifteen responses due to the invalidity of the remaining five. The findings generated from the responses were found in line with the theories adopted and explained. Moreover, recommendations for both organisations in Malaysia and future researches are discussed.
Conceptions of the Nature of Biology Held by Senior Secondary School Biology Teachers in Ilorin, Kwara State, Nigeria
Author: Adegboye, Motunrayo Catherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Secondary School Science,Biology,Science Instruction,Science Teachers,Foreign Countries,Scientific Principles,Questionnaires,Teacher Education Programs,Pedagogical Content Knowledge,Misconceptions,Statistical Analysis,Preservice Teachers,Preservice Teacher Education

There is a sustained public outcry against the persistent abysmal performance of students in biology and other science subjects at the Senior School Certificate Examinations conducted by the West African Examinations Council (WAEC) and the National Examinations Council (NECO). Biology is a unique science discipline with peculiar philosophical principles and methodology that are not applicable to other science disciplines. Understanding the unique structure of knowledge, principles and methodology for providing explanations in biology is sine qua-non for effective and efficiency teaching of biology by teachers, and meaningful learning by the students. This study, therefore, investigated the conceptions of the nature of biology held by biology teachers in Ilorin, Nigeria. The study adopted the descriptive research design of the survey type. A questionnaire entitled &quot;Biology Teachers' Conceptions of the Nature of Biology Questionnaire&quot; (BTCNBQ) was designed by the researchers and used as the instrument for data collection. The population for the study comprised all the biology teachers in Ilorin, Nigeria. Simple random sampling technique was used to select two hundred and sixty (260) biology teachers from Ilorin, Nigeria. Results of the study revealed that each biology teacher held admixture of informed conceptions and misconceptions about the nature of biology. The results of the study also revealed that biology teachers' gender, qualifications and experience did not have a significant influence on the number of misconceptions and informed conceptions of the nature of biology they held. The findings imply that biology teachers often misrepresent biology concepts, principles, and theories in their explanations during class lessons, consequently, impeding meaningful learning by the students. Based on the findings, it was recommended that Biology educators and curriculum experts should introduce courses on the unique nature and philosophy of biology into teacher education programmes, to enhance teachers' pedagogical content knowledge (PCK).
Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions
Author: Dowling, Carey Bernini
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Psychopathology,Evaluation Methods,Testing,Outcomes of Education,Reading Habits,Compliance (Psychology),Retention (Psychology),Quasiexperimental Design,Audience Response Systems,Written Language,Predictor Variables,Comparative Analysis,Tests,Questionnaires,Hypothesis Testing,Reading Comprehension,Statistical Analysis

This study set out to replicate and extend research on students' reading compliance and examine the impact of daily quizzing methodology on students' reading compliance and retention. 98 students in two sections of Abnormal Psychology participated (mean age = 21.5, SD = 3.35; 72.4% Caucasian). Using a multiple baseline quasi-experimental design the daily quizzing methodology was changed at different points in the semester from Clicker questions to Clicker questions plus random written quizzes. The classes did not differ significantly on predictors of success and only differed significantly on one demographic variable. 77.6% of students failed Sappington et al.'s (2002) objective measure of reading compliance and the majority lied about their reading compliance. There was mixed evidence for the impact of quizzing methodology on learning outcomes. Daily quizzing appears to be effective, but adding written quizzes may not improve learning outcomes enough to justify increased grading time.
Learner Diversity in Inclusive Classrooms: The Interplay of Language of Instruction, Gender and Disability
Author: Possi, Mwajabu K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Diversity,Gender Differences,Special Needs Students,Inclusion,Language of Instruction,Educational Practices,Qualitative Research,Secondary School Students,Sampling,Secondary School Teachers,Foreign Countries,Inservice Teacher Education,Disabilities,Interviews,Observation,Teacher Education,Classroom Techniques,Semi Structured Interviews,Focus Groups,Teacher Attitudes,Hearing Impairments,English (Second Language),African Languages,Second Language Learning

The research was conducted to look into learner diversity in inclusive classrooms focusing on language of instruction, gender and disability issues, and their implications for education practices. A qualitative research approach was used to obtain data addressing the research problem from two inclusive secondary schools in Dar es Salaam region, Tanzania. A purposive sampling was used to obtain the schools, and research participants who were teachers and students. Open ended interviews, classroom observations, and focus group discussions were used in data collection. The findings have indicated challenges facing teachers in teaching mixed classes as well as students in such classes; especially those with disability. However, interactions between girls and boys were generally positive although the latter dominated in some classroom conversations. It is recommended that all teachers should be trained on how to handle students with special needs in particular and acquainted with general knowledge of learner diversity during initial-teacher training, and further enhanced through continued in-service trainings. Lastly, it is recommended that another study, using both quantitative and qualitative approaches, be conducted using a bigger sample involving other types of participants with special needs; and that parents of children in special needs should participate in the proposed study.
Examining the Relationships between the Level of Schools for Being Professional Learning Communities and Teacher Professionalism
Author: Cansoy, Ramazan
Date: 2017-00-00
Type: Journal Articles
Subjects: Professionalism,Communities of Practice,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Likert Scales,Correlation,Factor Analysis,Statistical Analysis,Multiple Regression Analysis

The objective of this study is to examine the relationships between the levels of schools for being professional learning communities and teacher professionalism based on teachers' perceptions. The participants were a total of 543 teachers working at elementary, middle and high schools in the Eyüp District of Istanbul. The data were gathered through the &quot;Professional Learning Community Scale&quot; and the &quot;Teacher Professionalism Scale&quot;. The results showed that the teachers' perceptions on schools becoming professional learning communities and teacher professionalism were above moderate level. There were positive and significant correlations between all dimensions regarding the levels of schools for being professional learning communities, and teacher professionalism. Besides, the only significant and positive predictor of teacher professionalism was found to be the dimension &quot;collective learning and applications&quot; of professional learning community scale.
Quality Malaysian English Language Teachers: Examining a Policy Strategy
Author: Kepol, Napisah
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Educational Policy,Foreign Countries,Language Teachers,Teacher Improvement,Teacher Effectiveness,Academic Achievement,Native Speakers,Teacher Characteristics,Personality Traits,Secondary School Teachers

Purpose: The purpose of this paper is to examine and discuss one of the strategies in the latest Malaysian language education policy &quot;Memartabatkan Bahasa Malaysia Memperkukuh Bahasa Inggeris&quot; (MBMMBI) (To Uphold Bahasa Malaysia and to Strengthen the English Language). The strategy in focus is aimed at improving the quality of English language teachers. This strategy is examined in light of selected research findings and other information that is deemed relevant to a beneficial discussion of the topic. Methodology: The method employed was document analysis which involved intensive reading of the Malaysian Ministry of Education information booklets about the MBMMBI policy and other related documents and resources providing supplementary information about the policy. Findings: The analysis showed that of the five sub-strategies proposed in the main strategy targeted at improving the quality of English language teachers, three of them addressed the commonly included aspects of knowledge, skills and abilities found in the definitions of teacher quality in the literature. Teacher disposition and evaluation, another two aspects often related to teacher quality, were not included. Conclusion: Quality was not featured consistently in the policy strategy analysed. Overall, the policy did not capture the full complexity of the concept of teacher quality. Whether the omission of the other attributes of teacher quality has had any effect on the aspirations of the policy remained to be seen. Follow-up strategies were suggested such as monitoring, evaluation, reinforcement, and support strategies to ensure that the policy in practice would have the desired impact as envisaged by the policy makers. Significance: The quality of teachers has frequently been linked to student achievement in schools. This association between teacher quality and student achievement provides reason for an examination and discussion of the topic of research conducted in this paper. It is also hoped that this paper will provide some impetus for further discussions of English language teacher quality in the current Malaysian educational context.
Between Self and State: Singapore Social Studies Teachers' Perspectives of Diversity
Author: Ho, Li-Ching
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Teacher Educators,Foreign Countries,Qualitative Research,Cultural Pluralism,Multicultural Education,Social Structure,Educational Policy,Case Studies,Interviews

This qualitative study investigates three Singapore teachers' conceptions of diversity and discrimination, as well as their perceptions of inequality and social structures. The results suggest that Singaporean teachers' perceptions are not only reflective of multicultural principles culled from personal dispositions or experiences, but are also mediated by state policies and societal narratives. This finding indicates that for multicultural teacher education to be more effective, it is important for teacher educators to take into account systemic and policy issues, in addition to other dispositional and experiential factors that influence teacher beliefs.
A Study on Bullying Tendencies among Preadolescents
Author: Sargin, Nurten
Date: 2017-00-00
Type: Journal Articles
Subjects: Bullying,Secondary School Students,Measures (Individuals),Validity,Reliability,Emotional Disturbances,Gender Differences,Student Attitudes,Disclosure,Preadolescents,Socioeconomic Status,Surveys,Statistical Analysis,Foreign Countries

The amount of bullying escalating in schools in recent years has been approached as an issue that needs to be investigated, whose causes need to be searched and for which preventive efforts should be made. This study is aimed at examining the bullying tendencies among preadolescents. The study was carried out with middle school preadolescents in Konya between the years 2016 and 2017. The voluntary participants were 122 female and 78 male students with an age range of 13 to 14 years. The participants were administered the Bullying Tendency Scale, which was developed and whose validity and reliability was established by Dölek (2002), and the demographic information about the students were collected using a Personal Information Form developed by the researcher. Analysis of the data obtained in the study revealed significant results in favour of male students in negative reflection, lack of emotional sharing, causing distress, use of force and bullying tendency according to the gender of participants. In terms of age factor, significant results were obtained in favour of 14 year-olds in causing distress, use of force and bullying tendency. For negative reflection, no significant difference was found in justification and lack of emotional sharing according to the age of preadolescents. Similarly, no significant difference was found in relation to the socio-economic status of the participants. Recommendations were offered based on the results of the study.