ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Access to and Quality of Basic Education through Head Teachers' Leadership Functions
Author: Oni, J. O.
Date: 2016-07-00
Type: Journal Articles
Subjects: Teacher Leadership,Elementary Education,Access to Education,Educational Quality,Leadership Role,Leadership Responsibility,Principals,Foreign Countries

Basic education is the fundamental requirement for idiosyncratic and societal development. The individual child needs to have access to it and acquire it qualitatively. The sum total of all the knowledge attitude, skills and competences that the Nigerian child today acquires have been declared to be on the decline. Every stakeholder: teacher, pupil, community and government/proprietor have its own blame to share. Rather than bulk passing blame, it is necessary to seek for how to enhance access to and quality of basic education. This study explains what access and quality are. The leadership functions of the head teacher in enhancing access to and quality of basic education are also discussed.
Questioning the Scholarly Discussion around Decentralization in Turkish Education System
Author: Yildiz, Soner Onder
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Methods,Educational Practices,Educational Strategies,Administrative Organization,Educational Administration,Discourse Analysis,Governance,Politics of Education,Educational Development,Educational Change,Administrative Principles

From the beginning of Turkish Republic till date, Turkish Education System (TES) has been steered by a handful of politicians and civil servants, who enjoy maximum centralized authority. Over the years, therefore, centralized management has repeatedly been blamed for the deadlocks hampering progress in the TES. Turkish scholars often seem to find intellectual shelter in extolling decentralization, supposedly the exact opposite of centralization, as a panacea for all the dilemmas facing education. Indeed, in academic writings about the issue, scholars generally refer to decentralization unquestioningly as the transfer of authority and power from the center to the periphery. While there is a prevalent faith among Turkish scholars in the curative characteristics of decentralization, the broader literature suggests that decentralization neither helps solve educational deadlocks nor necessarily means an effective transfer of authority. Moreover, national idiosyncrasies often define the extent and direction of decentralization, as well as its effectiveness, as can be seen in different implementations in several countries throughout the world. On another note, the decentralization discourse centered on the education sector also has direct implications on Turkish politics, since the accusations of dictatorship leveled against the ruling Justice and Development Party (JDP) have been strengthened by its tight grip on policy-making power in education. The following article attempts to build a dual argument, asserting that decentralization is not a solution to the dilemmas facing the TES and that the ruling JDP is no dictator.
Finding Common Ground: Identifying and Eliciting Metacognition in ePortfolios across Contexts
Author: Bokser, Julie A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Metacognition,Portfolios (Background Materials),Electronic Publishing,Student Evaluation,Undergraduate Students,Graduate Students,Nontraditional Students,Qualitative Research,Coding,Evaluation Methods,Writing Instruction,Teacher Education Programs,College Faculty,Transfer of Training,Student Attitudes,Reflection

Research has suggested ePortfolios reveal and support students' metacognition, that is, their awareness, tracking, and evaluation of their learning over time. However, due to the wide variety of purposes and audiences for ePortfolios, it has been unclear whether there might be common criteria for identifying and assessing metacognition in ePortfolios across varied contexts. The purpose of this study was to identify evidence of metacognition across ePortfolios of three distinct populations of students: traditional-age undergraduates, graduate Education students, and adults returning to school to complete a bachelor's degree. We set out to explore if and how ePortfolios could support these different learners' growth as reflective, intentional learners and professionals. Through a qualitative coding process, we identified four key metacognition markers across students' ePortfolios in these three populations. We conclude students can be guided to engage in metacognition in concrete ways through thoughtful assignment design and assessment process, no matter their context.
The Image of Women in the National Education Text Books in Jordan
Author: Al-Khalidi, Nasiema Mustafa Sadeq
Date: 2016-00-00
Type: Journal Articles
Subjects: Females,Textbooks,Content Analysis,Sex Stereotypes,Foreign Countries,Age Differences,Gender Differences,Family Environment,Work Environment,Citizen Participation,Occupations,National Curriculum,Career Choice,Elementary Secondary Education

The study aimed to identify the image of women and how it was dealt with in the National Education books in Jordan, where the content of the National Education books analyzed and for multiple age stages, also it addressed the content analysis of images, concepts and fees, activities and evaluation to identify the image of women in the family, at work, in education and in political participation, and in the distribution of occupations to demonstrate the extent of their representation in comparison with men, and the study results showed that women were represented randomly and unsystematic in the Jordanian curriculum. In light of the results, the study recommended the need for attention to the quality of representing women and remove them from the stereotypes, and the need of careful for those in charge of curriculum to take into account distribution of occupations fairly between men and women.
Using ePortfolios to Assess Applied and Collaborative Learning and Academic Identity in a Summer Research Program for Community College Students
Author: Singer-Freeman, Karen
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Cooperative Learning,Self Concept,Summer Science Programs,Research Projects,Scientific Research,Community Colleges,Two Year College Students,Disproportionate Representation,Minority Group Students,Student Evaluation,Scoring Rubrics,Reliability,Evidence,Outcomes of Education,Coding,Interrater Reliability,Individual Differences,Statistical Analysis

We evaluate the extent to which ePortfolios can be used to assess applied and collaborative learning and academic identity among community college students from underrepresented minority groups who participated in a summer research program. Thirty-eight students were evaluated by their research sponsor and two or three naïve faculty evaluators. Faculty sponsors evaluated students based on personal interactions and the students' ePortfolios. Naïve faculty evaluated students using only the ePortfolios. We found: (1) The rubrics designed to assess applied and collaborative learning and academic identity had good internal consistency, (2) naïve evaluators found some evidence of all learning outcomes, (3) faculty sponsors found evidence of more learning outcomes than naïve evaluators, and (4) individual ePortfolios varied in the extent to which they documented learning outcomes. We conclude that ePortfolios can be used as a reliable means of documenting applied and collaborative learning and academic identity.
Using Design &amp; Animation Concepts to Produce Animated Instructional Resources That Can Facilitate Open Distance Learning in Science and Technology Education
Author: Kwasu, Isaac Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Animation,Instructional Materials,Open Education,Distance Education,Science Education,Technology Education,Secondary School Science,Human Body,Biology,Science Instruction,Visual Aids,Experimental Groups,Control Groups,Science Achievement,Comparative Analysis

This paper presents an outline on how teachers can use &quot;The Design Process and Animation Techniques to produce animated instructional resources (AIR) which, can be used to facilitate Open Distance Learning in especially Science and Technology Education. A model of the Animated Instructional Resource was developed for the teaching of Human Digestive System, piloted in selected senior secondary schools in Bauchi State Nigeria. The results indicated that, the developed AIR had significant impact in students' learning of the subject matter. AIR was found to be a veritable learning tool for use in and out of classroom, even from remote locations. It was also found to be a good means of stirring teachers' creativity towards developing similar resources, and that this initiative could help boost open distance learning where specialist teachers and high-tech resources are scarce for regular in-class teaching/learning activities.
Performance of the Higher Education Students Loans Board in Human Capital Investment from 2005-2015
Author: Memba, Albert Zephaniah
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Human Capital,Investment,College Students,Student Loan Programs,Foreign Countries,Student Financial Aid,Educational Finance,Loan Default,Loan Repayment,Costs,Financial Aid Applicants,Tuition,Paying for College,Budgets,Qualitative Research,Financial Support,Content Analysis

Many studies conducted on the Higher Education Students Loans Board (HESLB) have mostly concentrated on its success, sustainability and effectiveness on loans issuance and repayment. None had focused on its performance towards human capital investment. This study sought to explain and analyze HESLB's performance in human capital investment, which in this study has been operationalized as financing of higher education. The study retraced the development of Higher education financing from early days of independence in Tanzania to the inception and operationalization of the HESLB. Data were collected, analyzed and interpreted with view to answering research questions on the performance of the HESLB. It was concluded that despite the increasing budgeting trend in favour of the loans board, its ability to sustain itself through education loan repayment was still minimal, which can be interpreted as HESLB's little contribution to human capital investment. It was suggested the financing strategy of higher education in Tanzania for sustainable human capital investment be re-analyzed to ensure economic growth and development of the country.
The Effect of Reading Comprehension on the Performance in Science and Mathematics
Author: Akbasli, Sait
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Science Achievement,Mathematics Achievement,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Student Motivation,Secondary School Teachers,Teacher Attitudes,Correlation,Comparative Education,Scores,Statistical Analysis,Mixed Methods Research,Middle School Students,Observation

Mathematics and Science classes in schools have become a focus to be considered in terms of educational systems and administration around the world in the last decade. Related to the mentioned classes, there are many benefits that lead students to academic success. In the recent years, educators have found that there are so many different factors that effect students' performance in science and math classes. Especially reading comprehension has changed so many traditional procedures in teaching math and science. It also shows remarkable benefits. This research focuses on the effects of reading comprehension on mathematics and science achievement. Students' academic performance on the mentioned classes and their motivation towards those courses will also be the focus of the research. The research is based on the data gathered from the latest PISA results and the opinions of secondary school teachers and students. Findings of this research indicate that there is a correlation between reading comprehension results and student success in math or science classes. It also indicates that reading comprehension contributes positively or negatively to the success results in math or science classes.
Linguistic Knowledge Aspects in Academic Reading: Challenges and Deployed Strategies by English-Major Undergraduates at a Jordanian Institution of Higher Education
Author: Albashtawi, Abeer H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Learning,Academic Discourse,Reading Comprehension,Reading Strategies,Majors (Students),Academic Achievement,Questionnaires,Student Attitudes,Reliability,Reading Fluency,Metacognition,Teaching Methods,Computer Software,Statistical Analysis,Reading Difficulties

This study aimed to investigate the linguistic knowledge aspect in academic reading, the challenges and the deployed strategies by English major undergraduates at a Jordanian institution of higher education. The importance of the study is attributed to the importance of the academic reading at university which is closely related to the academic achievement across the different academic disciplines. Data were collected by administering a questionnaire among English major students at the Hashemite University in the year 2016. The number of the respondents was 297. The data collected were analysed for its descriptive statistics, Post Hoc Tests, Scheffe Method, and frequency using the SPSS software. Cronbach's alpha of the reliability coefficient was 0.93 to the difficulties of reading and 0.87 was to the strategies deployed by the students, which indicated high internal consistency reliability. Results showed that students faced difficulties related to their insufficient knowledge of text-structure, constructing meaning, and fluent reading. The study revealed that students most employed strategies were the metacognitive followed by the social ones. The cognitive strategies were the least to be used among the students. The study provided some pedagogical implications to be considered.
The Cognitive Abilities and Skills of Children Who Suffer from Attention Deficit and Hyperactivity Disorder (ADHD) in Kuwait State
Author: Mohammed, Ali Mohammed Haidar
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Attention Deficit Hyperactivity Disorder,Academic Achievement,Questionnaires,Reliability,Validity,Teacher Attitudes,Statistical Analysis,Age Differences,Foreign Countries,Elementary School Students,Elementary School Teachers

The present study aims to identify the level of cognitive skills and abilities of children who suffer from the Attention Deficit and Hyperactivity Disorder (ADHD) and the differences in the level of cognitive skills and abilities according to the age group and the level of academic achievement. To achieve the objective of the study, a questionnaire consisting of (26) cognitive abilities or skills was designed; after confirming the validity and reliability of the questionnaire, the researcher distributed it to a sample of teachers to answer the sample of (63) children who suffer from the ADHD from the perspective of their teachers in the classroom. After data collection and the statistical processes through the arithmetic means, standard deviations, and 2- way ANOVA, the results showed a low level of cognitive skills and abilities for the children with the ADHD and the absence of differences in the level of those skills and abilities depending on the different variables of age group and academic achievement.
E-education: Changing the Mindsets of Resistant and Saboteur Teachers
Author: Oriji, Abraham
Date: 2016-00-00
Type: Journal Articles
Subjects: Resistance to Change,Attitude Change,Theory of Mind,Instructional Innovation,Technology Uses in Education,Educational Technology,Change Strategies,Technology Education,Technological Literacy,Classroom Techniques,Relevance (Education),Foreign Countries

Advances in information and communication technology are reshaping the ways educators convey learning experiences to learners. To date, most teachers firmly believe that the traditional method of instruction is the best. Hence, there is the need to change the mindsets of these educators towards the use of technologies in the classroom in order to meet the current demands of learners. Consequently, educators need to acquire and utilize the necessary information and communication technologies of today. Siddiqui (2008) asserts that if the technology is to be appropriately used to support student collaboration, inquiry, and interactive learning, teachers' beliefs about teaching/learning must change. This paper, therefore, highlights the need for resistant and saboteur teachers in Nigeria to change their mindsets towards the use of technologies in the classroom in order to meet the emerging cultural change in teaching and learning process in the contemporary age. It examined why teachers' are skeptical about using technologies in the classroom. The scholars' proffered suggestions to encourage resistant teachers to learn the use of new technologies in teaching/learning process. However, the benefits and the future of use of these technologies in the classroom by teachers' were concisely examined.
Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model
Author: Tarhini, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Attitudes,Adoption (Ideas),Web Based Instruction,Quality of Life,Norms,Self Efficacy,Individual Differences,Age Differences,Gender Differences,Experience,Hypothesis Testing,Technology Uses in Education,Models,Information Technology,Integrated Learning Systems,Intention,Educational Attainment

The main aim of this paper is to develop an amalgamated conceptual model of technology acceptance that explains how individual, social, cultural and organizational factors affect the students' acceptance and usage behaviour of the Web-based learning systems. More specifically, the proposed model extends the Technology Acceptance Model (TAM) to include four constructs namely, Quality of work life; Social Norm; Facilitating Conditions and self-efficacy. In addition, Individual differences--namely, age, gender, and experience--are hypothesized to moderate the effects of these constructs on behavioral intention and technology use. A comprehensive understanding of this model will provide valuable insights into the factors that influence the acceptance or resistance of web-based learning system by intended users and offers opportunities for future research in understanding the acceptance of technology. Further, understanding these variables is helpful for instructors to design meaningful educational activities to promote student knowledge construction and make learning more effective and appealing.
The Inclusion of Life Skills in English Textbooks in Jordan
Author: Al Masri, Amaal
Date: 2016-00-00
Type: Journal Articles
Subjects: Daily Living Skills,Grade 5,Grade 6,Grade 7,English (Second Language),Second Language Learning,Textbooks,Foreign Countries,Statistical Analysis,Decision Making,Problem Solving,Critical Thinking,Creative Thinking,Communication Skills,Interpersonal Relationship,Coping,Self Concept,Textbook Content

This study aimed at analyzing Action Pack English textbooks' texts based on the availability of life skills for 5th, 6th and 7th grades, and to determine the frequencies and percentages of the life skills present in each text. The sample of the study was English language textbooks for Action Pack series for the 5th, 6th, and 7th grades. The life skills which were analyzed are the following: Decision making, Problem solving, Creative thinking, Critical thinking, Effective communication, Interpersonal relationship skills, Self awareness, and Coping with emotions. The findings of the study indicated that life skills are distributed in a random way among the three English Action Pack textbooks; there is no strategy for distribution life skills; and the highest percentage was 55.8% which was for effective communication life skill in the 6th grade English book. Then problem solving life skill also got a percentage of 44% in the 7th grade. Then the effective communication life skill comes next with a percentage of 43.7% in the 5th grade. Rely on the results study recommended that, the need to develop appropriate criteria for the distribution of life skills in the classroom, which represents the study sample.
Character Issues: Reality Character Problems and Solutions through Education in Indonesia
Author: Saidek, Abdul Rahim
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Educational Change,Ethics,Moral Values,Cultural Influences,Social Values,Social Bias

Weak character education raises the problem of corruption, a fight between students, free sex, drugs and rape/abortion indicate that the issue of character education of the nation must be improved and the concern of all parties, the nation's leaders, law enforcement officers, educators, religious leaders, groups and other etc. There are two important issues about the educational character of the nation; Orientation bias and bias value national character education focus of the nation. This paper includes concern for the problems faced by Indonesia in terms of character education, and then analyze the facts and the reality that is happening, in this paper discussed the alternative settlement. Character development if it is to effectively and intact is the reform of education through curriculum changes to include three institutions, namely the family, school and community. The first step to do is reconnect relations and educational networks that breaking point between the third educational institution. Without the three institutions, education programs in schools only a discourse character alone will not work because there is no continuity and harmonization.
Comparing the Change of Teaching Motivations among Preservice Teachers in Austria, Germany, and Switzerland: Do In-School Learning Opportunities Matter?
Author: König, Johannes
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Motivation,Teacher Education,Mentors,Altruism,Teaching Methods,Measures (Individuals),Attitude Change,Student Teachers,Student Teacher Attitudes,Pedagogical Content Knowledge,Comparative Education,Cross Cultural Studies,Factor Analysis

In this study, we examine the hypothesis that preservice teachers' teaching motivations change during the first two years of their teacher preparation. A sample of 1,779 student teachers with two time points from Austria, Germany, and Switzerland is used. Findings show that student teachers' intrinsic motivation increases, whereas their extrinsic motivation being more distal to initial teacher education does not change. Against our expectations, their altruistic-type motivation (e.g., the motivation to work with children/adolescents) tends to deteriorate. The change of teaching motivations is influenced by in-school opportunities to learn (teaching practice activities, support by school mentors) and it is more practically relevant in a teacher education context where practical training is given high priority (Austria, Switzerland) compared with a context that heavily focuses on theoretical study (Germany). We discuss implications for teacher education from a comparative perspective and give an outlook for possible future research.