ethanporcaro/eric-fulltext-meta huggingface dataset:
Global Readiness among Preschools Children in Malaysia
Author: Majzub, Rohaty Mohd
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Children,Problem Solving,Language Skills,Technological Literacy,Islam,Religious Education,Multilingualism,Foreign Countries,Global Approach,Curriculum Development,Teacher Education,Cross Cultural Studies,Cultural Pluralism,Information Technology,Institutional Characteristics,Skill Development,Preschool Education,Environmental Education

One of the most important tasks of educationists from preschool centers in Malaysia is to prepare the young child for global readiness. This study involved (N=529) preschool children in Malaysia. The main objective was to gauge the level of global readiness of children aged (5-6 years old) according to several dimensions of global readiness namely (a) diversity and multiculturalism (b) use of ICT (c) communication and multiple language ability (d) problem solving and (e) environmental awareness. Responses to the Global Readiness Scales were recorded and analyzed using One Way ANOVA. The main findings indicated that (a) a generally high level of global readiness in diversity dimension (b) high level of global readiness was found in usage of ICT and problem solving dimension (c) moderate level of global readiness were found on communication and environmental awareness (d) all types of preschool scored high level of global readiness except in Islamic based preschool which scored moderate (e) significance differences were found according to the types of preschools in all dimensions except cause and effect. The findings suggest that (a) there is need to conduct qualitative study on the implementation of global readiness in the preschool centers (b) there is the need to develop global readiness curriculum modules to be integrated effectively in teacher training (c) a cross-cultural comparative study should be conducted across preschools at the regional and international level to gain wider perspective on the implementation of global readiness.
Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana
Author: Donkor, Anthony Kudjo
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attendance,Foreign Countries,School Activities,Teacher Attitudes,Community Involvement,Administrator Attitudes,Teacher Characteristics,Barriers,Faculty Development,School Community Relationship,School Districts,Parent Participation,Parent Role,Community Role,School Administration,Administrative Organization,Kindergarten,Correlation,Educational Quality,Elementary School Teachers,Junior High School Teachers,Preschool Teachers

The purpose of the study was to investigate the extent of community members' involvement in school activities to enhance teacher attendance in the East Mamprusi District of Northern Ghana. The research design was a survey. Stratified sampling method was employed to group the study population into five (5) strata of teaching staff, SMC/PTA executive members, District Education Officers, and community members. Questionnaires were used to collect data from 150 participants. The Statistical Product for Service Solution (SPSS) version 20.0 was used to analyze the data collected. The purpose of the study was made known to participants. The findings depicted that though the level of community involvement in the activities of the schools was encouraging it had limited influence on teacher attendance. Characteristics such as age, gender, ethnicity, language, wealth, weak democracy, illiteracy, work and time served as barriers to community involvement in monitoring teacher attendance. Recommendations of the study include, the training or sensitization of SMC and PTA executives as well as community members on their rights and privileges to be involved in school activities, especially monitoring of teachers' attendance. In addition, they should be equipped with skills and knowledge to exercise their duties and responsibilities. The study will benefit all stakeholders of education and policy makers.
Should We Let Them Play? Three Key Benefits of Play to Improve Early Childhood Programs
Author: Guirguis, Ruth
Date: 2018-00-00
Type: Journal Articles
Subjects: Play,Early Childhood Education,Preschool Children,State Standards,Child Development,Peer Relationship,Educational Benefits,Politics,Educational Philosophy,Academic Achievement,Correlation,Ethics,Language Acquisition,Second Language Learning,Self Control,Emergent Literacy,Bilingual Students,Educational Trends,Competition,Academic Education,Social Development,Learning Processes

The topic of play and development has been of immense importance and controversy in early education and child development field throughout the twentieth century and into the present decade. The trend of current early education is to introduce academics sooner for younger students in order for programs to remain competitive and have parents choose more academically based preschools. The trickled down effect of State Standards has also pushed academics into the early childhood classroom more than a decade ago. Hence, reducing or at times leaving out time for active play in the classroom. In some classrooms, play is replaced by passive play led be technological games rather than imaginary play that involves peer interactions. Educators are faced with the challenge of reducing play and the benefits and politics involved in play. This article highlights the concept of play through the lens of Foucault and describes key benefits that can support the academic achievement of students as they continue on to later grades by changing the regimes of truth on play. This research highlights three major developmental aspects of play and their impact on early childhood development. Specifically, language development in Monolinguals and DLLs, self-regulation, and emergent literacy skills.
An Analysis of Common Errors in ESL Descriptive Writing among Chinese Private School Students in Malaysia
Author: Nair, Subadrah Madhawa
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Spelling,Private Schools,Chinese,Foreign Countries,Grammar,Sentence Structure,Language Teachers,Writing (Composition),Gender Differences,Error Patterns,Teacher Attitudes,Writing Tests,Secondary School Students,Teaching Methods,Test Reliability,Test Validity,Essays,Error Analysis (Language)

The first objective of this study is to identify the types of errors made by students in their ESL writing. The second objective is to compare the types of errors (overall, spelling, mechanics, grammar, coherence, sentence structure and lexical) in descriptive writing, according to gender. The third objective is to explore an ESL teacher?s views on how to minimize students? errors in their ESL descriptive writing. This descriptive study has used the QUAN-qual model whereby the quantitative data was collected using a descriptive writing test while the qualitative data was collected through a faceto-face interview with the ESL teacher. The sample of this study comprised 102 senior one students (47 males and 55 females) from a Chinese private school in Kuala Lumpur. The findings from quantitative data revealed that female students made significantly less errors than male students in their overall writing, spelling, grammar, sentence structures and lexical items. However, the difference in errors between male and female students in the area of mechanics and coherence was not significant. The findings of the qualitative data support the quantitative findings which indicate that students made most errors in the areas of grammar and sentence structures. On how to minimize students? errors in writing, the teacher opined that giving more exercises in grammar and sentence construction can enhance students? writing skills. This study therefore has crucial theoretical, pedagogical and practical implications for both ESL students and teachers alike.
Do Preschool Teachers&apos; Education Affect Their Classroom Practices and Career Paths?
Author: Nair, Subadrah Madhawa
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Educational Background,Educational Practices,Career Development,Outcomes of Education,Foreign Countries,Educational Attainment,Pedagogical Content Knowledge,Best Practices,Teacher Qualifications

Studies by leading educators and researchers indicate that ECCE teachers' level of education affect their classroom practices and career paths. This paper is based on a descriptive study carried out among 296 preschool teachers in Peninsula Malaysia. The objective of the study is to investigate the effects of preschool teachers' education on their classroom practices and career paths. Questionnaires were used as instrument (instruments) to collect the data. The data were analyzed using one-way ANOVA and Tukey HSD. The findings indicated that preschool teachers with higher levels of education (diploma and above) significantly have better classroom practices than their counterparts with lower levels of education (below diploma). Similarly preschool teachers with higher levels of education have significantly better career paths than those with lower levels of education. The findings have crucial pedagogical and practical implications towards early childhood education in Malaysia. In terms of pedagogical implications, the findings suggest that a diploma should be the minimum educational qualification for preschool teachers because the results indicated that better educated teachers are more effective in their classroom practices. In terms of practical implications, policy makers should look into this matter seriously and take the necessary steps to enhance preschool teachers' level of education and skills.
Perceptions of the Open Distance and E-Learning Model at a South African University
Author: Kunene, Maureen Fikile
Date: 2017-00-00
Type: Journal Articles
Subjects: Distance Education,Universities,Foreign Countries,Organizational Change,Electronic Learning,Employee Attitudes,Barriers,Educational Change,Strategic Planning,Intervention,Risk,Cost Effectiveness,Job Security,Technological Literacy,Work Environment,Professional Autonomy,Decision Making,Surveys,College Faculty,Teacher Attitudes,Teacher Student Relationship,Educational Benefits,College Students,Student Diversity,Computer Literacy

Advances in technology are classified as one of the external factors that trigger organisational change, even for Higher Education Institutions. The transition to e-learning presents new challenges as expectations and roles of employees and students evolve. The primary objective of this study was to investigate employee perceptions of the Open Distance and e-Learning model at a university in South Africa. The research questions for this study addressed factors that necessitate change and the barriers to change in Higher Education Institutions. The study further investigated the extent to which competences of employees match the strategic objectives for the ODeL business model and also recommended intervention strategies that can be employed to minimise risk and smoothen the change process when ODeL is introduced. A quantitative research methodology was used to arrive at the findings through a survey. The findings revealed that most of the employees acknowledge the need for change. But the ODeL model was not well embraced as the intervention that could solve the discrepancies. This was because results showed that some employees did not have appropriate capabilities to effect the change, the management was not perceived to give them the necessary support, and employees could not see how the ODeL intervention would benefit them. A recommended area for further research would be on how the institution could optimise its resources for a cost-effective ODeL.
Challenges to E-Learning in Public Secondary Schools in Edo State in the 21st Century
Author: Adavbiele, Justina Ajegbelen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Public Schools,Secondary Schools,Program Implementation,Barriers,Educational Facilities,Educational Equipment,Energy,Secondary School Teachers,Computer Literacy,Inservice Teacher Education,Information Technology,Developing Nations

Public secondary schools in Nigeria in the 21st century are faced with challenges on the use of electronic-learning (e-learning) programs and medium, especially in contemporary Nigeria where greater emphasis is now being placed on human, national and technological development. If the educational system in Nigeria is to have A global standard through the use of e-learning facilities for knowledge acquisition within and beyond the classroom. This study examined the obstacles as well as the gap on the use of e-learning in public secondary schools in Edo State in the 21st century. The study, based on a descriptive survey, assessed public secondary for the most urgent solution. The method of data analysis employed was mean (square) and standard deviation (SD). Findings revealed that there is a gap on e-learning in the schools surveyed. Inadequate e-learning facilities/equipment and Lack of regular electricity in Nigeria were found to be the challenges. The percentage of Nigerian secondary school teachers with basic computer skills was low compared to their counterparts in developed countries. It was recommended that an in-service training programme should be organized for teachers for the implementation of information and communication technology (ICT), as an aid to e-learning program, government should appropriately fund secondary schools to provide equipment and technical expertise for teachers among others to with steady supply of electricity for effective operation of the e-learning.
How Parental Education and Literacy Skill Levels Affect the Education of Their Wards: The Case of Two Schools in the Effutu Municipality of Ghana
Author: Ghanney, Robert Andrews
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Background,Educational Attainment,Literacy,Cultural Capital,Knowledge Level,Parent Influence,Family Influence,Community Involvement,Reading Skills,Parent Participation,Elementary Secondary Education,Preschool Education

The study sought to explore how parents' level of education and literacy skills affect their children's basic education within the context of cultural capital theory.To achieve the objectives of this study, a case study design was employed which comprised the use of interviews with twelve parents and twelve teachers in two school communities in the Winneba East educational circuit of the Effutu Municipality of Ghana.The population of the study consisted of all parents in the Effutu Municipality in the Central Region of Ghana. A snowball sampling technique was used to select the individual parents for the study. The data were analysed through coding to identify themes.The study reveals that most parents were aware of the benefits of education but the reality of their lives including educational and literacy challenges affected involvement in their children?s basic education.In-spite of this handicap, most parents relied on extended families and community members for assistance.Thus, when parents are eager to see their wards through formal education, their own illiterate status does not become a handicap. Consequently, the study recommends that policies on education decentralization must reflect greater consideration of contextual factors including formal education and literacy skill levels which impact on parental involvement in children's basic education.
Hidden Experiences of Doctoral Students in Research Courses
Author: Robati, Fatemeh-Al-Sadat
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Experience,Student Research,Doctoral Programs,Hidden Curriculum,Courses,Role of Education,Student Attitudes,Course Content,Social Justice,Research Problems,Access to Information,Barriers,Foreign Countries

The present study investigates the hidden experiences of students in the doctoral programs. This qualitative study was performed using the phenomenological method. The data were collected through the interview. The population consists of PhD graduates whose study period had passed. Using normal purposeful sampling, 45 graduates were interviewed. Strauss and Corbin method of data analysis was used for the analysis. 252 thematic phrases were divided to the five main themes: &quot;The lack of cross-border communications&quot;, &quot;failure in doing the main task&quot;, &quot;lack of social justice&quot;, &quot;lack of economic justice&quot;, &quot;non-equality of universities&quot; and &quot;lack of equal opportunities&quot;.
The Impact of Powerpoint Use on Teacher Sense of Efficacy
Author: Konstantinidis, Angelos
Date: 2017-00-00
Type: Journal Articles
Subjects: Influence of Technology,Computer Software,Teaching Methods,Self Efficacy,Teacher Attitudes,Questionnaires,Inservice Teacher Education,Computer Uses in Education,Correlation,Information Technology,Technology Integration,Measures (Individuals),Faculty Development,Foreign Countries,Elementary School Teachers

The use of PowerPoint is widespread in classroom teaching, yet no studies exist that investigate how its use affects teacher sense of efficacy. Teacher sense of efficacy, understood as the teachers' judgment of their capability to make differences in students? learning, affects the effort teachers invest in teaching, the goals they set, and their level of aspiration. It has been found that highly efficacious teachers use a variety of teaching strategies and are more willing to integrate new technologies in their teaching practices. As the number of teachers who use presentation tools in their classroom increases, it would be valuable to know whether and how their use affects teacher sense of efficacy. This study expands the current literature on teacher sense of efficacy by investigating how the use of PowerPoint in the classroom relates to the construct. In order to measure whether PowerPoint use affects teacher sense of efficacy, we developed a self-administered questionnaire based on the Ohio State Teacher Efficacy Scale (OSTES) and adapted it to measure the effect of PowerPoint use in teacher efficacy. Twenty five in-service teachers who use PowerPoint quite often in their practices participated in this study. The results show that PowerPoint use has a general positive impact on teacher sense of efficacy.
The Representation of Gender in a Popular Primary School EFL Textbook Series in China
Author: Xiong, Tao
Date: 2017-00-00
Type: Journal Articles
Subjects: Textbooks,Elementary School Students,English (Second Language),Second Language Learning,Foreign Countries,Sex Fairness,Sex Role,Sex Stereotypes,Gender Bias

Textbooks play an important role in teaching and learning and have a great impact on the students in aspects such as cultural values, norms, and attitudes towards social roles and identities. In particular, textbooks are of great importance to the education for gender equity. This study aims to explore the representation of genders to find if there is any bias and stereotype in a set of English textbooks used in primary schools in Guangzhou, a metropolitan city in South China with a population of more than ten million. The investigation looks at the textbooks from aspects of frequency of genders, the social roles females and males play in different settings, and the priority of mention when both genders are referred to on one occasion. The results suggest that stereotypes and imbalanced representation of genders and gender social roles are evident in the textbooks. The paper also gives some suggestions as to materials writing and teaching.
Educationally Game-Based Learning Encourages Learners to Be Actively Engaged in Their Own Learning
Author: Hilliard, Ann
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Learner Engagement,Learning Motivation,Literacy,Relevance (Education),Teaching Methods,Active Learning,Educational Benefits,Learning Strategies,Simulation,Skill Development,Video Games

In our schools and universities today, learners have been exposed to a lot of technology applications. Therefore, the natural order of learning could be enhanced by the use of games. Using games through the application of technology provides the learner with lots of hands-on activities. Game-based learning activities are highly engaging and it helps the student learner to find ways of solving problems by various means. Using technology game-based learning devices give the learner also immediate feedback of a skill obtained or mastered. Educationally game-based learning is designed with the purpose of helping the learner to interact within an organizational experience by learning skills and knowledge to improve literacy. Educationally game-based learning is just another way to incorporate learning through the instructional process facilitated by teachers. Teachers must continue to seek ways to address how learners learn best. By using game related activities, the teacher has the opportunity to add value to a variety of instructional enhancers. With the effort of improving literacy across disciplines, teachers can use game-based devices to motivate and engage student learners more in their own learning. Students are motivated to learn and to be engaged in their work when the work has meaning, relevancy and is linked to real-world application.
The Extent to Which Parental Involvement Influences Transition of Pupils from Lower to Upper Primary in Manga District Schools
Author: Abaya, Charles Mang'era
Date: 2017-00-00
Type: Journal Articles
Subjects: Parents,Parent Participation,School Districts,Learning Activities,Elementary School Students,Foreign Countries,Elementary School Teachers,Principals,Parent Student Relationship,School Activities,Correlation,Transitional Programs

The purpose of this study was to find out the extent to which parental involvement influences transition of pupils from lower to upper primary in Manga district schools in Nyamira County, Kenya. The objective of the study was to find out whether parental involvement activities influenced transition of pupils from lower to upper primary. Survey design was used for the study. The study population comprised of 19880 pupils, 590 teachers, 57 School Management Committee members, 57 and Head teachers. All the six Quality Assurance Officers were interviewed. The research instruments were the questionnaires which were filled by pupils and teachers, interview schedule for head teachers, SMC members and Education Officers. Piloting, involving two schools in the district was carried out and used test re-test technique to ascertain its reliability. The researcher visited all sampled schools and educational offices to collect data. Sampled teachers and pupils were given questionnaires to fill and head teachers and officers were interviewed by the researcher. Data was analyzed using statistical methods for analyzing and quantifying data. Statistical values in tables were used to compare the calculated value with tabulated value. It was observed that there was a strong correlation between parental involvement in school activities and performance of their children which in turn influenced their transition from one level to another. The study recommended that parents should involve themselves in school activities as it motivates their performance and enabled them to transit from one learning level to another.