ethanporcaro/eric-fulltext-meta huggingface dataset:
Staff Utilization and Commitment in Borno State Colleges of Education, Nigeria
Author: Fika, Ibrahim Baba
Date: 2016-00-00
Type: Journal Articles
Subjects: Staff Utilization,Schools of Education,Work Ethic,Correlation,Questionnaires,College Faculty,Teacher Attitudes,Incidence,Hypothesis Testing,Foreign Countries

The study determines the relationship between staff utilization and staff commitment in Borno State Colleges of Education, Nigeria. The objectives of the study were to determine: the level of staff utilization in Borno State Colleges of Education, the level of staff commitment in Borno State Colleges of Education and the relationship between staff utilization and staff commitment in Borno State Colleges of Education. Two research questions were raised and answered as one hypothesis was tested. The study adopted correlation research design. The population of the study comprised 739 academic staff in Colleges of Education in Borno State. A simple random sampling technique was used to select a sample of 148 academic staff from the three Colleges of Education in Borno State. The data collected through questionnaire were analyzed using descriptive statistic of frequency and percentage counts to answer research questions 1 and 2 while Pearson Product Movement Correlation Coefficient was used to test the hypothesis. The result of the study revealed that the level of staff utilization in Borno State Colleges of Education was relatively high, the level of staff commitment in Borno State Colleges of Education was low, there was no significant relationship between staff utilization and staff commitment in Borno State Colleges of Education. It was recommended that there is the need for increased and sustained staff welfare so as to enhance and improve staff commitment in Colleges of Education in Borno State and that there should be flexibility on the part of Colleges of Education authorities in creating conducive atmosphere for college staff to desire to work and freely get involved and committed to their work.
Science Process Skills in Science Curricula Applied in Turkey
Author: Yumusak, Güngör Keskinkiliç
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Process Skills,Science Curriculum,Foreign Countries,Science Instruction,Case Studies,Documentation,Content Analysis,Qualitative Research,Elementary School Science,Secondary School Science

One of the most important objectives of the science curricula is to bring in science process skills. The science process skills are skills that lie under scientific thinking and decision-making. Thus it is important for a science curricula to be rationalized in such a way that it brings in science process skills. New science curricula were introduced in Turkey in 2013. The purpose of this study is to analyze these science curricula that came into effect from science process skills perspective. The research is conducted by situational study method through document analysis. It is thought that the research findings will provide data for comparison-based studies.
Home and School Environments as Determinant of Social Skills Deficit among Learners with Intellectual Disability in Lagos State
Author: Isawumi, Oyeyinka David
Date: 2016-00-00
Type: Journal Articles
Subjects: Family Environment,Educational Environment,Intellectual Disability,Interpersonal Competence,Surveys,Questionnaires,Parent Background,Educational Attainment,Parenting Styles,Marital Status,Family Income,Employment Level,Foreign Countries,Teacher Attitudes,Family Size,Elementary School Students,Special Schools,Student Behavior,Statistical Analysis

The study examined home and school environmental factors as determinant of social skills deficit among learners with intellectual disability in Lagos State, Nigeria. The study adopted survey research method using a sample size of fifty (50) pupils with intellectual disability who were purposively selected from five special primary schools in Lagos State, Nigeria. The instrument used for the study was a questionnaire (r = 0.902). The findings revealed that all independent variables jointly contributed to social skill deficits among learners with intellectual disability sampled (F(12,48) = 3.141, p&lt; 0.05) which was significant. Followed by parent education qualification with coefficient (ß = -0.388, p &lt; 0.05) which was also significant. Teacher attitude, school library, family size, parent's employment industry, parenting styles, sport facilities, marital status, parent's income and classroom interaction did not have relative effect on the social skills deficit of learners with intellectual disability/ Based on the findings in the study, some recommendations were made which includes that school, parents and society should encourage good social skills that will compensate for social skills deficit among learners with intellectual disability and also reward good behavior.
Mathemaphobia and Teaching Learning Materials as Correlates of Pupils Achievement in Mathematics
Author: Oyegoke, D. A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,Instructional Materials,Correlation,Mathematics Achievement,Questionnaires,Mathematics Tests,Achievement Tests,Predictor Variables,Multiple Regression Analysis

The importance of mathematics to the effective daily living and contributions to the scientific and technological advancement of the society cannot be over-emphasized. As important as this subject is, there seems to be a lot variable that promote or inhibit the pupils' performance in it as various level of Nigerian educational system. The study investigated mathemaphobia and teaching-learning materials as correlates of pupils' achievement in mathematics. Correlation design was adopted in the study. A sample size of 1,080 students and 48 mathematics teachers were randomly selected for the study. Three instruments (Students Mathemaphobia Questionnaires (SMQ), Teaching-learning Materials Inventory (TMI) and Mathematics Achievement Test) were used for data collection. SMQ was adapted from Sokun (1998) and was revalidated by the researcher while SMQ and TMI were constructed and validated by the researcher. The results of the finding showed a linear relationship between the predictors and the criterion; the combination of predictor variables and students achievement in basic mathematics yielded a multiple correlation of 0.574 with students' achievement in basic mathematics. The multiple correlation of 0.574 indicates that there is moderate relationship between the predictors and the students' achievement in basic mathematics; it implied that the obtained regression equation resulting from the set of the four (4) predictor variables allow reliable prediction of students' achievement in Mathematics. The four predictor variables accounted for 30.7% of the observed variance in the students' achievement in basic mathematics; only mathemaphobia contributed significantly to the prediction model while the remaining predictors' contributions were not significant. The study recommends adequate provisions of teaching materials to various basic schools on Oyo state among others.
Learning Time of Day and Students' Academic Achievement at School Certificate Level: A Case Study of Chibote Girls' Secondary School
Author: Mulenga, Henry M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Case Studies,Secondary School Students,Females,National Competency Tests,Nonparametric Statistics,Scheduling,Grades (Scholastic),Hypothesis Testing,Foreign Countries,Statistical Analysis,Secondary School Science,Secondary School Mathematics,English Curriculum

A case study presented here is an investigation into whether time of day for instruction has an effect on students' academic achievement in Mathematics, Science, Biology and English at school certificate level by focusing on the grades candidates obtained after sitting for national examinations. The focus is primarily on 33 randomly selected morning and afternoon pupils at Chibote Girls Secondary School. We hypothesized that morning pupils perform better than afternoon pupils owing to the fact that pupils who learn in the morning have a higher retention rate as compared to those who learn in the afternoon when the temperature is quite high. This hypothesis was tested using a non-parametric Mann-Whitney U test which showed that there was no statistically significant difference across the categories of the two learning modes in Mathematics, Science and English. Furthermore, the same results were analysed through a component plot in rotated space (factor analysis) which showed a significant difference in students' performance between Mathematics and English for both learning modes. Descriptive statistics were computed and the general picture was that pupils performed poorly in all the four subjects with mathematics placed at the tail and English in the lead.
Managing Teacher Preparation for Curriculum Execution and School Improvement in Rivers State
Author: Agi, Ugochukwu Kysburn
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Curriculum,Educational Improvement,Teacher Characteristics,Teacher Role,Educational Objectives,Barriers,Teacher Competencies,Teacher Qualifications,School Effectiveness,Teacher Education,Educational Practices,Governance

The teacher remains a critical part of the epicenter of the educational system. The importance attached to the role of the teacher in curriculum execution and value orientation makes teacher preparation or his future duties and responsibilities no less critical. In this paper therefore, teacher preparation is conceived and defined as an academic process (theory and practical) geared towards exposing and inculcating in the would-be teacher the required knowledge, skills, capacities, values and standards for a successful teaching career and increasing school and students improvement. Thus, this paper explores the place of' managing the preparation of a would-be teacher with the aim of achieving the production of teachers with cutting edge qualities capable of leveraging learning environment and experiences that make learners responsive to the demands of globalization at a given level. To this end, the paper focused on planning issue, social perception of the teaching profession, issues of infrastructure, financial issues, policy issues, quality issues, entry processes, issues of motivation, profession issues, entry criteria. On the other hand, requirements for entering into the teaching profession, continuous professional learning, development and improvement, conditions for effective job execution and increased productivity, leveraging and standards are considered as continuing teacher preparation. The reason being that teaching is a &quot;living thing&quot; and dynamic phenomenon.
Erythrocyte Sedimentation Rate Levels among a Sample of Pregnant Women Attending Health Centers in Erbil-Iraq
Author: Khazal, Suhad Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Metabolism,Pregnancy,Physiology,Females,Statistical Analysis,Clinics,Occupations,Correlation,Socioeconomic Influences,Individual Characteristics,Age Differences

There are so many significant hematological changes occurring in pregnancy, erythrocyte sedimentation rate (ESR) is one of them. The objectives of this study were to determine the range of erythrocyte sedimentation rate values obtained in healthy pregnant women and to examine the effect of gestational age and hemoglobin concentration on erythrocyte sedimentation rate. Patients and methods: This is a quantitative analytic cross-sectional study conducted in several primary health centers in different places in Erbil-Iraq from April 1st 2015 to April 1st 2016. A convenience sample of (300) healthy pregnant women in the reproductive age groups (15-45 years) and in their first, second and third trimester were included. Erythrocyte sedimentation rate, hemoglobin concentration, and gestational age were estimated in all participants. Chi square and ANOVA analysis were used to determine the influence of hemoglobin concentration and gestational age on erythrocyte sedimentation rate.Results: For 300 pregnant women examined, the mean ESR value was 47.69 ± 25 mm/h and the range values obtained were 5-116 mm/h. Gestational age and hemoglobin concentration both significantly influenced erythrocyte sedimentation rate (P&lt;0.001).There was a statistically significant difference between the mean ESR value in anemic and non-anemic pregnants (P = 0.003).There was a statistically significant increase in ESR in the course of pregnancy from 1st to 3rd trimester (P&lt;0.001). Occupation shows a statistically significant association with ESR (P = 0.05), while no significant association was found between ESR and other socio-demographics.Conclusions: This study shows that erythrocyte sedimentation rate increases during pregnancy and that both gestational age and hemoglobin concentration significantly influence erythrocyte sedimentation rate. For the correct interpretation of ESR values obtained during pregnancy, gestational age and hemoglobin concentration must be taken into account.
Basic School Teachers' Perceptions about Curriculum Design in Ghana
Author: Abudu, Amadu Musah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Curriculum Design,Barriers,Statistical Analysis,Teacher Participation,Curriculum Implementation,Teaching Load,Expertise,Knowledge Level,Educational Finance,Access to Information,Curriculum Development,Administrative Organization,Questionnaires,Qualitative Research

This study focused on teachers' perceptions about curriculum design and barriers to their participation. The sample size was 130 teachers who responded to a questionnaire. The analyses made use of descriptive statistics and descriptions. The study found that the level of teachers' participation in curriculum design is low. The results further showed that the importance of teachers taking part in curriculum design include contributing to successful implementation of curriculum, knowing the needs of the students, developing some skills and contributing their knowledge in the design process. Finally, huge workload, lack of expertise, inadequate funding and lack of availability of information emerged as the major barriers to teachers' participation in curriculum design. The study recommends that decentralization of the curriculum design process and providing school curriculum leaders are appropriate for increasing the level of teachers' engagement in curriculum development.
Using &quot;TextEvaluator&quot;® to Quantify Sources of Linguistic Complexity in Textbooks Targeted at First-Grade Readers over the Past Half Century. Research Report. ETS RR-15-38
Author: Sheehan, Kathleen M.
Date: 2015-12-00
Type: Journal Articles
Subjects: Text Structure,Content Analysis,Grade 1,Elementary School Students,Test Construction,Publishing Industry,Difficulty Level,Educational History,Word Frequency,Connected Discourse,Language Styles,Reading Comprehension,Readability,Common Core State Standards,Computational Linguistics,Factor Analysis,Prediction,Correlation,Textbook Evaluation,Textbooks,Computer Software,Prior Learning,Statistical Analysis

This paper considers whether the sources of linguistic complexity presented within texts targeted at 1st-grade readers have increased, decreased, or held steady over the 52-year period from 1962 to 2013. A collection of more than 450 texts is examined. All texts were selected from Grade 1 textbooks published by Scott Foresman during the targeted time period. Analyses are implemented using the &quot;TextEvaluator&quot;® tool, a comprehensive text complexity evaluation tool designed to help teachers, textbook publishers, and test developers identify and quantify text-based sources of comprehension difficulty within informational, literary, and mixed texts. Results suggest that 1st-grade textbooks published over the past half century have included an increasing proportion of informational passages, and this shift has been accompanied by the following specific changes: (a) an increase in the proportion of words that tend to appear less frequently in printed text, (b) an increase in the proportion of words that are more characteristic of academic text as opposed to fiction or conversation, (c) lower levels of referential cohesion, (d) lower levels of narrativity, and (e) fewer instances of an interactive/conversational style. These findings suggest that, in contrast to the claim of a &quot;general, steady decline&quot; in textbook complexity, text-based sources of comprehension difficulty within Grade 1 texts have either risen or held steady throughout the past half century.
Anticipating College Enrollment: Adapting &quot;SuccessNavigator&quot;® for High School Students. Research Report. ETS RR-15-37
Author: Rikoon, Samuel H.
Date: 2015-12-00
Type: Journal Articles
Subjects: College Preparation,College Attendance,High School Students,Test Construction,Psychometrics,Academic Ability,Skill Development,Student Characteristics,Public Schools,At Risk Students,Student Motivation,Self Management,Social Support Groups,Barriers,Likert Scales,High Schools,Grade 11,Grade 12,Test Bias,Test Validity,Factor Analysis

In this report, we describe the development of an extension of the &quot;SuccessNavigator&quot;® assessment for late high school settings. We discuss the assessment's conceptualization and support its application with psychometric studies detailing scale development in terms of structural analyses, reliability, and several other aspects of validity. High School SuccessNavigator (HSSN) is an assessment of students' noncognitive and academic skills important to their preparation for transitioning to higher education. The assessment provides a holistic review of students' strengths and potential areas for improvement, and it was designed for use by counselors and administrators to aid their work in engaging students to facilitate skill development. The primary aim of HSSN is to provide a standardized metric by which to direct individualized support to students as they ready themselves for postsecondary enrollment.
The Recruitment of Support Staff in Tanzanian Secondary Schools
Author: Mwaisumo, William Nathan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Recruitment,School Personnel,Secondary Schools,Educational Quality,Role,Qualifications,Surveys,Student Personnel Workers,Student Personnel Services

This paper focuses on the meaning, classification and types of support staff, their contributions towards conducive teaching and learning environments, conditions required/attributes required for support staff to be employed in temporally or permanent terms. It further identifies current situations and challenges in recruitment and recruited (employed) support staff in Tanzanian secondary schools, basing on a minor survey. The survey is challenging the ongoing Secondary Education Development Programme (SEDP I&amp;II 2004-2015) from the human resources perspective. The demand for human resources to meet the need of quality education remains high. The main reward of the SEDP I&amp;II programme is the increased number of schools, teaching staff and facilities and to the great extent the recruitment of support staff is almost neglected whilst there is a high demand of them. In short the survey justifies the need of support staff in or schools. The paper also proposes approaches to school administration in recruiting support staff for the aim improving the quality of education and therefore helping the school to excel a superb achievement and development in both academic and School community. Thus, for the reason of heading to the better education, recruitment of support staff in Tanzanian schools is obligatory for the reason of providing conducive environment for school management, teaching and learning. Every position in the school, regardless of what that job is, adds to the success of the school and therefore learning outcomes for the students as a whole. In short, it is a team effort.
The Role of READ (Rural Education and Development) Foundation in Quality Education of Pakistan
Author: Farooq, Muhammad Sabil
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Education,Rural Development,Role of Education,Educational Quality,Program Effectiveness,Equal Education,Access to Education,Literature Reviews,Elementary Secondary Education

Education means all round development, this all round development means intellectual, social and emotional development. It is only education that can mould the behavior of an individual. READ (Rural Education and Development) Foundation is not-for-profit organization established in 1994 to address the dire need for education and literacy in Pakistan. Pakistan is facing an educational crisis with more than 25 million children not being able to avail their constitutional right to a quality education. One in ten of the world's out-of-school children are Pakistani. Education is the only tool which can enable the country to develop and progress amongst the communities and nations. Realizing this problem, READ Foundation's founders initiate a school system to serve the marginalized communities and underprivileged families and to contribute for MDGs. The main aim of this study is to assess the actual role of READ Foundation of quality improvement in Pakistan. The purpose of this paper is to examine and compare the key roles of READ Foundation for providing quality education in Pakistan. For this purpose a significant review of on hand literature was passed out. On the basis of deeper and critical investigation into the literature, the study found that the READ Foundation truly contributed with the admirable system of accountability with equal opportunities to all. System having good quality assessment system, non political interference, and quality curriculum and teachers motivation for achieving quality oriented goals.