ethanporcaro/eric-fulltext-meta huggingface dataset:
Personality Disorder among Male Prisoner in Erbil/ Iraq
Author: Aziz, Saman SH.
Date: 2015-00-00
Type: Journal Articles
Subjects: Personality Problems,Males,Institutionalized Persons,Correctional Institutions,Correlation,Crime,Semi Structured Interviews,Questionnaires,Personality Assessment,Clinical Diagnosis,Incidence,Antisocial Behavior,Homicide,Violence,Foreign Countries,Individual Characteristics

Background and objectives: Personality disorders are enduring, persistent and pervasive disorders of inner experience and behavior that cause distress or significant impairment in social functioning. They have strong relationship to offending and violence; our aim in the study was to determine the prevalence rate of each specific types of personality disorder among male sentenced prisoners and correlation with crime typologies of the studied population. Methods: 100 male sentenced prisoners in Erbil adult reformatory prison were assessed by the use of a semi structured psychiatric interview schedule based on DSM-IV criteria for diagnosing personality disorders. In addition, information were collected regarding socio demographic and crime characteristics by specifically designed questionnaire, the data were analyzed by specific statistical method. Results: The study shows that the prevalence of personality disorder in general was 80%; the most prevalent one was antisocial 32%. The most represented crime was murder 35%, the majority of the crimes were done alone 74%, and most of them had no previous crime record 86%. Conclusion: This study comes to conclude that there is a high rate of personality disorders in the prison community and there is a correlation between personality disorders and offences.
The Disruptive Potential of the Massive Open Online Course: A Literature Review
Author: Jacoby, Jean
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Open Universities,Educational Innovation,Higher Education,Teaching Methods,Educational Trends,Trend Analysis,Foreign Countries,Learning Processes,Taxonomy,Educational Theories,Literature Reviews

The Massive Open Online Course (MOOC) is a rapidly evolving phenomenon which has stimulated discussion in universities around the world. A central theme of these discussions, and much of the published literature on the phenomenon, is the potential of the MOOC to disrupt the way universities do business. The aim of this narrative literature review is to clarify disruptive innovation theory, and to examine the influence of MOOCs on higher education. Evidence from this review suggests that although MOOCs might have had a significant effect on a range of issues (including definitions of completion pedagogical approaches, delivery methods, certification, and business models), more systematic research is needed to evaluate the level, extent, and permanence of any disruption that may occur.
Perspectives of Science Teacher Candidates Regarding Scientific Creativity and Critical Thinking
Author: Demir, Sibel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Student Teacher Attitudes,Creativity,Critical Thinking,Creative Thinking,College Students,Scientific Concepts,Coding

This study was performed with the participation of 31 science teacher candidates in their second year of higher education, enrolled in the science education department of a university in Turkey. During the study, the teacher candidates were asked two open-ended questions. The validity of these questions developed specifically for this study was evaluated by two expert researchers. The aim of the study was to determine how science teacher candidates viewed the concepts of scientific creativity and critical thinking. The results of this study indicated that the science teacher candidates did not have an in-depth understanding or interpretation of the concept of scientific creativity, and that their knowledge of critical thinking was correct, yet insufficient.
Dynamic Pedagogy for Effective Training of Youths in Cell Phone Maintenance
Author: Ogbuanya, T. C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Questionnaires,Reliability,Statistical Analysis,Statistical Significance,Student Motivation,Teaching Methods,Electronics,Handheld Devices,Telecommunications,Maintenance,Teacher Surveys,Engineering,Engineering Education,Adolescents,Young Adults

The study determined dynamic pedagogies for effective training of youths in cell phone maintenance. The study was conducted in Enugu State of Nigeria. Four research questions were developed while four null hypotheses formulated were tested at 0.05 level of significance. A survey research design was adopted for the study. The population for the study was 62 which comprised of all the 46 lecturers and 16 instructors of electrical/electronic technology from two government universities in Enugu State. There was no sampling because of manageable size of the respondents. A structured questionnaire titled dynamic pedagogy structured questionnaire was used for collecting data. The instrument was validated by three experts. Cronbach alpha reliability method was adopted to determine the internal consistency of the questionnaire item; a Cronbach alpha coefficient of 0.84 was obtained. Sixty two copies of the questionnaire were administered. Fifty nine copies of the questionnaire were retrieved and analyzed using mean while t-test was used to test the hypotheses of no significant difference at 0.05 level of significance. The study found that 13 dynamic pedagogies in planning, 12 pedagogies in implementing, 16 pedagogies in evaluating activities were required for training youths in cell phone maintenance and 11 motivational strategies were required by trainers for their effective performance in training the youths in cell phone maintenance. It was recommended that all the pedagogies determined in this study should utilized by trainers when training youths in cell phone maintenance. It was also recommended that trainers should be motivated using strategies identified in the study.
OtagoNet: One Region's Model for Virtual Schooling
Author: Pratt, Keryn
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Virtual Classrooms,Distance Education,Rural Schools,Leadership Role,Educational Finance,Models,Educational Practices,Program Effectiveness,Web Based Instruction,Program Descriptions

Virtual schools are increasingly common in New Zealand and internationally as schools are challenged to meet the needs of their students. This article presents a description of the distance-learning model used by a group of schools in rural Otago for the last decade. The leadership team and roles are described, and the funding model, which is based on reciprocity, is outlined. The most common teaching and learning practices are described, and support mechanisms identified. Finally, a summary of the research conducted since OtagoNet's inception is presented. This research shows that this model is generally effective for teachers and learners although, as is the case for other models of virtual school, a number of factors affect this.
A Seat at the Table: K-12 and Higher Ed Collaboration to Align Evaluation Instruments for School Librarians and Teachers
Author: Grigsby, Susan K. S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Alignment (Education),College School Cooperation,Evaluation Methods,Teacher Evaluation,State Legislation,Teacher Effectiveness,Librarians,Job Performance,Benchmarking,Librarian Teacher Cooperation,State Standards,Elementary Secondary Education,School Libraries,Educational Legislation,Federal Legislation,Federal Aid,Federal Programs

This article describes how school librarians in Gwinnett County Public Schools (GCPS) in Georgia addressed a concern regarding the performance evaluation tool that stemmed from the passing of House Bill (HB) 244, which was passed in response to the state's Race to the Top (RT3) application requirements. The bill became law on July 1, 2014, and the resulting evaluation instrument was called the Teacher Keys Effectiveness System (TKES). Twenty-six school systems in Georgia were part of the original RT3 application; these systems educate about 40 percent of the state's public school students. In preparation for the passage of HB 244, those twenty-six systems used the first five months of 2012 to implement the TKES and Leader Keys Evaluation System (LKES) as a pilot program. GCPS, the largest system in Georgia with 134 schools and more than 170,000 students, participated in the program. With the teacher evaluation system about to begin a pilot in Gwinnett, school librarians across the county were concerned and unclear about how their performance would be measured in the upcoming years. In response to this concern, the Media Services and Technology Training team at GCPS began work on an evaluation instrument for school librarians. Program coordinators at the university level, library coordinators at the system level, active members of the American Association of School Librarians (AASL)-affiliated state-level organization, and building-level practicing school librarians worked together to develop a process that has assured district leaders that the preparation programs around the state are aligned in philosophy and mission, and are producing young professionals for the field who will help lead their schools in the development of 21st-century learning environments. Throughout the process, all of the consortium members consulted with colleagues in other areas of education, and the tool became an advocacy piece that started conversations that might never have happened otherwise.
The FarNet Journey: Perceptions of Maori Students Engaged in Secondary Online Learning
Author: Bennett, Carolyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Ethnic Groups,Pacific Islanders,Secondary School Students,Semi Structured Interviews,Online Surveys,Observation,Management Systems,Web 2.0 Technologies,Faculty Development,Case Studies,Computer Simulation,Educational Strategies,Secondary School Teachers,Learner Engagement,Student Attitudes,Computer Mediated Communication,Foreign Countries

This case study investigated the perceptions of Maori students in the Virtual Learning Network of what constituted effective strategies for engaging them in online learning. In the FarNet cluster, about 63 students from the four secondary and five area schools access the VLN, and approximately 80 percent of those students are of Maori descent. Data collection included online surveys, semi-structured interviews, and observation of online classrooms. The data suggested there was a variety of delivery models experienced by students, most supported by the learning management system. Students identified a range of Web 2.0 strategies currently used by their e-teachers, and suggested that additional opportunities to collaborate and communicate would engage them further. Based on these findings, we recommend professional development for e-teachers based on learning to use these emerging tools, and better preparation of e-students for working in an online learning environment.
Communicating the Emerging Roles of Librarians to Teachers through a Collaborative K-12 and Higher Education Partnership
Author: Schroeder, Eileen E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Role,Librarians,School Libraries,Standards,Occupational Information,Advocacy,Library Services,Elementary Secondary Education,Librarian Teacher Cooperation,Partnerships in Education,Higher Education,Workshops,Surveys,Teacher Attitudes,Attitude Change,Knowledge Level

In 2010 the Wisconsin Department of Public Instruction (DPI) responded to rapid changes in school libraries by convening the &quot;Wisconsin School Library Summit: Envisioning 21st Century Learners and School Library Media Programs.&quot; Summit participants discussed the future of school libraries in Wisconsin. During the summit, several workgroups were created to address specific needs in the field. Since then, AASL has developed new standards for preparation of school librarians, and Wisconsin adopted an Educator Effectiveness model for teacher evaluation, bringing about additional changes. In 2014 a workgroup that, at the summit, had been assigned the task of creating a current job description for school librarians reconvened to update job description materials created in 2010 and to create new materials that would be useful to school librarians participating in the Educator Effectiveness evaluation model. As the group began its work, discussions about the need for advocacy generated ideas about what could be done to preserve and restore librarian positions in schools, how highly qualified teachers may be encouraged to enter the field, and how small districts can restore library services by identifying and recruiting existing staff members who can become certified as librarians while on the job. The group wondered, &quot;Could we do something fun in the summer that would help accomplish these things?&quot; As an answer to the workgroup's question, the authors of this article, representing library education and the K-12 librarians in the workgroup, formed a leadership team, brainstormed ideas with the DPI library consultant, and proposed a program called Wisconsin's Emerging Roles of Librarians (ERL). The ERL program was supported by the state's library education consortium (UWSSLEC), the Wisconsin Educational Media and Technology Association (WEMTA, the state professional organization), and the state Department of Public Instruction. The program included a summer workshop, offered in three locations around the state. This article describes how the leadership team designed the workshop to educate teachers--and subsequently, their administrators--about how the roles of school librarians have evolved, share the impact these roles can have on student achievement, and provide hands-on experiences to help the participants develop knowledge and skills they could take back to their classrooms in the fall.
Problems Faced by Students and Lecturers in Teaching and Learning of Approximation in Primary Colleges of Education: A Case Study of 4 Primary Colleges on the Copperbelt Province-Zambia
Author: Kapasa, Japhet
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Mathematics Instruction,College Mathematics,Problems,College Students,College Faculty,Mathematics,Student Surveys,Teacher Surveys,Likert Scales,Student Attitudes,Teacher Attitudes,Questionnaires,Instructional Improvement,Focus Groups

It has been observed that students shy away from the study of Mathematics even though it is a back bone of science and technology. This is confirmed by the negative attitude and poor performance of students in Mathematics especially at primary colleges' level. It is this background that prompted the research into the problems faced by lecturers and students in teaching and learning of &quot;approximation&quot; in primary colleges of education. The study was aimed at identifying problems and suggesting measures to improve performance. The study adopted the descriptive survey design using simple frequency and percentages in analyzing data. Stratified and simple random sampling techniques were used to select one hundred and ninety eight (198) students from four (4) randomly selected colleges of education on the Copperbelt Province and eighteen (18) lecturers were purposively selected from the same colleges. Data were collected by means of two questionnaires administered to students and lecturers. The five (5) points' Likert-type rating scale was adopted for the questionnaire responses which was of the types, strongly agree, agree, neutral, disagree and strongly disagree. Some of the findings that emerged were related to personality of the lecturers, characteristics of students, nature of the curriculum, learning environments and government policies on education. Based on these findings, it was recommended that (i) the government should endeavor to provide the necessary infrastructure and facilities that will motivate teaching and learning of mathematics. (ii) Government should send lecturers for training and seminars for effective teaching and learning. The researcher recommended that colleges should invest in improving the classroom environment by reducing the lecturer-student ratio and offer incentives to lecturers in colleges of education.
Standards of Multimedia Graphic Design in Education
Author: Aldalalah, Osamah Ahmad
Date: 2015-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Academic Standards,Graphic Arts,Benchmarking,Educational Technology,Specialists,Delphi Technique,Music,Acoustics,Video Technology,Cartoons,Illustrations,Photography,Printed Materials,Color Planning,Standard Setting,Design Requirements,Foreign Countries

This study aims to determine Standards of Multimedia Graphic Design in Education through the analysis of the theoretical basis and previous studies related to this subject. This study has identified the list of standards of Multimedia, Graphic Design, each of which has a set indicator through which the quality of Multimedia can be evaluated in education. These course standards are: General Standards, Standards for using colors, Printed text, Illustrations and photographs, Cartoons, Video clips, using vocal sound, Sound effects and Music.
The Extent of Skills Mismatch among Childhood Education Graduates of Princess Alia University College
Author: Nashash, Hyam M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Statistical Analysis,Statistical Significance,College Graduates,Labor Market,Employment Potential,Universities,Graduate Surveys,Regression (Statistics),Models,Education Work Relationship,Skill Analysis,Job Skills,Skill Development

This study is aimed at investigating the extent of skill mismatch between the skills the childhood education graduates at Al-Balqa Applied University--Princess Alia University College acquired during their studies and those demanded in the labor market. The descriptive survey design was adopted and the purposive sampling technique was employed to select 110 participants to respond to a questionnaire items utilized by the researcher based on their knowledge. Three research questions were answered and two hypotheses were tested at the significant level of 0.05. Statistical analysis of the responses using the t-test and ANOVA (analysis of variance) showed that there was a negative relationship between skills demand and supply (r = -0.006 ; p &lt; 0.05), which is generally low. Additionally, the extent of skills mismatch was 48.37 with major weaknesses found in communication, interpersonal, decision-making, critical thinking, and analytical skill. The analytical skill was the most required skill by the labor market, while self directing learning was the least. The mean for each of the skills demand was significantly different from its supply. The university graduates were not adequately prepared for work with respect to the skills demanded in the labor market. The implications of these findings were discussed and it was suggested that universities should have a clear vision of the labor market demand for skilled graduates. The research's limitations and implications included financial constraints, which automatically redefined the researchers' need to expand the scope of coverage, limiting the investigation to childhood graduates of 2013-2014, at Al-Balqa Applied University--Princess Alia University College. Therefore, the generalization of the study is limited to the sample of students involved.
The Relationship between Critical Thinking Ability and Reading Strategies Used by Iranian EFL Learners
Author: Mohammadi, Esmaeel Nour
Date: 2012-00-00
Type: Journal Articles
Subjects: Correlation,Critical Thinking,Reading Strategies,English (Second Language),Second Language Learning,Translation,Second Language Instruction,Statistical Analysis,Metacognition,Questionnaires,Foreign Countries,Gender Differences,Majors (Students),College Seniors,English Literature,Student Attitudes,Reading Comprehension

The current empirical study aimed to identify those categories of reading strategies (cognitive, meta-cognitive, and compensation) that are mostly used by Iranian EFL learners, and investigate if there is any significant relationship between critical thinking ability and reading strategies used by these learners. It also pursued if there is any significant difference between critical thinking ability of male and female learners. Seventy five Iranian EFL senior students (35 males and 40 females) majoring in English Literature and English Translation at the University of Sistan and Baluchestan in Iran participated in this study. Based on the purposes of the study, two questionnaires were administered to the participants: a critical thinking questionnaire and a reading strategy questionnaire. Results of the study showed that the most frequently used reading strategy was meta-cognitive strategy. Statistical analyses revealed a low positive significant correlation between learners' critical thinking ability and their overall use of reading strategies. The participants' critical thinking ability also correlated positively with their use of each one of cognitive, meta-cognitive, and compensation strategies. An independent-samples &quot;t&quot;-test was employed to examine the difference between critical thinking ability of males and females and the result revealed a significant difference between male and female learners in their critical thinking; males' critical thinking ability was higher than that of females.
A Case Study of Blended Teaching and Learning in a New Zealand Secondary School, Using an Ecological Framework
Author: Zaka, Pinelopi
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Blended Learning,Teaching Methods,Secondary School Students,Student Role,Teacher Role,Guidelines,Foreign Countries,Administrator Role,Secondary School Teachers,Parent Participation,Student Motivation,Learner Engagement,Electronic Learning,Capacity Building,Financial Support,Educational Policy,Faculty Development,Parent Teacher Cooperation,Independent Study

This paper reports on the findings of a case study that investigated how blended teaching and learning was implemented in a New Zealand secondary school. An ecological perspective was taken to clarify the complexity of blended teaching and learning implementation by researching the roles of students, teachers, school leaders and other educational stakeholders, in and beyond the school. An ecological framework was developed that gives rise to several recommendations for individuals and groups within the three levels of the school's multilevel ecology: the classroom, the school, and the wider ecosystem in which the school is located.