ethanporcaro/eric-fulltext-meta huggingface dataset:
Parental Monitoring and Child Performance in Ghana
Author: Gyamfi, Kwadwo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Role,Parenting Styles,Child Rearing,Academic Achievement,Junior High School Students,Parent Influence,Mixed Methods Research,Questionnaires,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Surveys,Standards,Factor Analysis,Study Habits,Semi Structured Interviews

The role of parents in the guiding and monitoring of child activities is critical towards the development of the child. In Ghana reforms taken, especially at the basic school level, have focused on improving school infrastructure and enrollment ignoring parents awareness to actively involve themselves both at home and in school activities which the researcher believe is critical toward the attainment of the much needed improvement in performance of students. The research will explore the practice of parental monitoring activities in Ghanaian homes which are needed to improve child performances at school. Specifically the study will explore the practice of parental monitoring in the Junior high school and to determine the relevant aspects of parental monitoring necessary to improve a child academic performance. A sequential explanatory mixed design strategy was adapted for the study. Primary data was collected using a questionnaire from parents of 810 selected basic school students across five regions in Ghana. Sampling of respondents in this study employed the use of multi-stage sampling techniques involving; a purposeful sampling of Five (5) Regions including: Ashanti, Greater Accra, Central, Northern, and Eastern, followed by simple random selection of 10 pupils per each grade in starting from Grade 1 to 6 in each of the selected randomly three selected schools in each Region. Data obtained during survey were entered into a SPSS statistical software subsequently analysed using both descriptive and inferential methods. Parental monitoring was measured using seven monitoring activities including: Setting TV time for child, limiting playing time, monitoring homework, Selecting TV programme for child, Setting time for children to come back from school, setting study time for children and selecting subjects for children. The factor analysis technique was conducted on the measurement items of the parental monitoring construct. The study found that parent involvement in all monitoring activities of their children toward academic work was low. The study also establish six major aspects of parental monitoring which parents need to actively engage in for the realization of improved performance.
Children's Conceptual Development: A Long-Run Investigation
Author: Saglam, Yilmaz
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Cognitive Development,Concept Formation,Attitude Change,Interviews,Scientific Concepts,Metacognition,Data Analysis,Beliefs,Scientific Literacy

The study sought to investigate conceptual change process. It is specifically aimed to probe children's initial ideas and how or to what way those ideas alter in the long run. A total of 18 children volunteered and participated in the study. Individual interviews were conducted. The children were asked to define the concept of evaporation, explain how this phenomenon occurs, and picturize this natural occurrence. A total of five consecutive interviews were conducted. All interviews were recorded and later transcribed. The results indicated the children's initial ideas got enriched in time. In this course of enrichment, instead of replacing radically their former conception with the novel one, the children seemed to have reinterpreted the new idea within the framework of their prior knowledge. The novel conception further is mixed up with the elements from both old and new beliefs leading intermediate structures to emerge. The data further indicated the children seemed to have been unable to recognize the discrepancies between their personal knowledge system to that of the scientific. They seemed lacking meta-conceptual awareness preventing them to compare and contrast their personal views to that of scientifically accepted one.
Implementation of Information Communication Technology in the Teaching/Learning Process for Sustainable Development of Adults in West Africa Sub Sahara Region
Author: Nwobi, Anthonia
Date: 2016-00-00
Type: Journal Articles
Subjects: Sustainable Development,Information Technology,Questionnaires,Foreign Countries,Teaching Methods,Correlation,Adults,Program Implementation,Computer Literacy,Computer Uses in Education

This study examines the implementation of information technology in the teaching/learning process for sustainable development of adults in West Africa Sub Sahara Region (WASSR). Three research questions and two hypotheses guided the study. The population for the study was 3071 participants and instructors drawn from 10 education centres that were selected for the study. The sample for the study was made up of 823 participants and 30 instructors that were selected. Simple random sampling technique was used in drawing the sample for the study. Questionnaires were administered to the 853 sample population in countries that make up the region. The result indicates that it is necessary to implement information communication technology in the teaching/learning process for the benefits of sustainable development for adults. The following major findings emerged: The participants believe that information technology will make them independent in their studies. The educators are of the opinion that information technology can expand the community of learners to include virtually anyone who wishes to obtain information and who is not excluded by policy or cost. The major recommendations: that government through the schools should initiate effective programmes to create mass awareness by educating the participants about the benefits of computer literacy in this 21st century. The schools should offer face-to-face workshops; self-placed learning modules and online courses that assist with the development of the essential skills. Formulating approaches to the use of information and communication technology and incorporating it into the curriculum of formal and non-formal education of adults and other learners with exceptionalities for sustainable development.
How Does Air Pollution Threaten Basic Human Rights? The Case Study of Bulgaria
Author: Ahmedova, Aylin Hasanova
Date: 2016-00-00
Type: Journal Articles
Subjects: Pollution,Civil Rights,Foreign Countries,Correlation,Health,Laws,Environmental Influences

The main purpose of this article is to analyze the relationship between air pollution and human rights. It investigates whether air pollution threatens basic human rights such as the right to health, life, and the environment. Air pollution represents a major threat both to health and to the environment. Despite the adoption of numerous international, national and regional norms, air pollution still continues to be one of the major environmental issues of concern. The human rights to life, health, and a clean environment are powerful tools available for citizens to strengthen the enforcement of existing laws and regulations and combat air pollution. This study examines the case of air pollution in Bulgaria and how it can be related to human rights threat. Findings of the study are prerequisite to conclude that air pollution threatens some of the fundamental human rights such as the right to life, health, and the environment.
Identifying Gifted Preschoolers in Turkey: The Reliability and Validity of the Turkish-Translated Version of the GRS-Preschool/Kindergarten Form
Author: Karadag, Filiz
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Academically Gifted,Talent Identification,Rating Scales,Construct Validity,Content Validity,Reliability,Factor Analysis,Factor Structure,Correlation,Gender Differences,Student Motivation,Cognitive Ability,Academic Ability,Creativity,Pilot Projects,Preschool Teachers

The reliability and validity of the Turkish-translated version of the Gifted Rating Scales (GRS) were tested on 30 preschool teachers who provided ratings for a total of 390 preschoolers aged ranging from 4 years, 0 months to 6 years, 11 months. Results indicated that the reliability and validity of all five of the GRS-P subscales were high. Confirmatory factor analysis provided support for the five-factor model, corroborating other validation studies. Results found a significant difference in gender for artistic talent and motivation, but otherwise no effect for gender. There was no significant difference across age groups. The present study provides preliminary support for a Turkish-translated version of the GRS-P. Implications for the rating scale's use as a viable screening instrument in Turkey to assist in early, pre-school gifted identification were discussed.
Turkish Mathematics and Science Teachers' Technology Use in Their Classroom Instruction: Findings from TIMSS 2011
Author: Tas, Yasemin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Science Teachers,Computer Uses in Education,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Tests,Science Achievement,Science Tests,Mathematics Achievement,Educational Technology,Gender Differences,Teaching Methods,Textbooks,Access to Computers,Learning Activities,Questionnaires

The goal of this study was to describe Turkish mathematics and science teachers' use of computer in their classroom instruction by utilizing TIMSS 2011 data. Analyses results revealed that teachers most frequently used computers for preparation purpose and least frequently used computers for administration. There was no difference in teachers' technology usage ways in regard to gender. Although teachers had ready access to computer staff in their schools for technical problems and received adequate support for integrating computers in their teaching activities, teachers used computer software rarely as basis for instruction. Textbook was the most commonly used resource as the basis for instruction. In 69.6% of the mathematics classes and in 41.5% of the science classes, students had computer(s) available to use during lessons and in computer available classes, computers were generally connected to internet. Students rarely engaged in computer activities, such as exploring principles and concepts, practicing skills and procedures, looking up ideas and information, doing experiments, processing and analyzing data. Suggestions were made in order to improve technology usage in mathematics and science instruction.
Politics of Educational Leadership: Its Implications for Secondary School Improvement in Rivers State
Author: Agi, Ugochukwu Kysburn
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary Education,Educational Improvement,Politics of Education,Decision Making,Resource Allocation,Instructional Leadership,Leadership Responsibility,Accountability,Educational Policy,Curriculum Implementation,Teacher Administrator Relationship,Conflict Resolution,Foreign Countries

This paper viewed the educational system as a complex whole and a huge endeavour with numerous challenges that have emanated from the dynamic nature of society. The perceived functions of education for a rapidly changing society, has placed enormous pressure on the policy and programmes of education, on the curriculum and the organization and management of education generally. While policy and curriculum are fundamental and the enigma of the educational system, the educational system which involves the deployment of huge resources certainly requires the directional compass of leadership and management. The focus of this paper therefore, is the position of educational leadership in causing improvement in secondary school education in particular taking into consideration the politics involved in decisional resource of allocation and guidance in curriculum execution, professional issues, cooperation matters, students and staff personal issues, community participation, physical and financial issues and sundry matters.
STEM Applications in Turkish Science High Schools
Author: Colakoglu, Mustafa Hilmi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Science Education,High Schools,Special Schools,Teacher Education,Program Development,Program Implementation,Science Curriculum,Curriculum Development,Public Schools,Private Schools,Educational Innovation,Developed Nations,High School Graduates,Student Placement,Higher Education,Incidence,Content Analysis,Environmental Education,Science Fairs,Science Interests

The idea of establishing Science High Schools in Turkey was discussed in a multilateral project at the beginning of 1963. The Ministry of National Education (MoNE), Ford Foundation, Middle East Technical University (METU), Ankara University, and International Development Agency (AID) participated in this project to establish these schools. In Ankara, Science High School project was a US funded and technically supported project, carried out jointly by the Florida State University, METU, and Ankara University. Science High Schools' organizational goals were: (1) to improve students' ability and increase their intelligence in science (2) to increase the number of qualified personnel in higher education and industry, and (3) to develop more laboratories by increasing students' scientific knowledge in order to be the center of research and development. MoNE created the &quot;Science High School Project Advisory Board&quot; with six members from Ankara University and four members from METU to contribute to the scientific and curriculum aspects of the project. The Advisory Board selected 30 teachers from Mathematics, Chemistry, Physics and Biology disciplines by written and oral exams from the existing high schools of MoNE from all over the Turkey. Selected science teachers received special training for the development regarding the assessments of subjects and provided with opportunities to study on the curriculum at some universities in the United States (U.S.). To train teachers in Turkey, a modern building was constructed at METU campus and the education at Ankara Science High School started in 1964. After the success of the Ankara Science High School, the MoNE started the Science High School Projects in Istanbul and Izmir. Today, there are 238 Science High Schools serving as public schools and the same amount of schools serving as private schools. In the U. S., the training of 100K STEM teachers started in 2012. In this article, Science High Schools' development and their innovation activities, the STEM projects and the vision for increasing the STEM education in Turkey and other developed countries were discussed.
Undergraduate Usage of Mobile Phones and Its Implication of School Application
Author: Dania, P. O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Use Studies,Handheld Devices,Telecommunications,Foreign Countries,Questionnaires,Computer Mediated Communication,Attention,Student Behavior,Tests,Educational Malpractice,Self Concept,Social Media,Social Networks

The study is a survey research intended to find out undergraduate usage of mobile phones and its implication of school application. The colloquium population is 27,650 at which two hundred and thirty-eight undergraduate students were randomly selected from two universities in the Federal Republic of Nigeria. A questionnaire on &quot;current trends in mobile phone usage among adolescents&quot; was used for the study. The instrument was validated and tested reliable. Five research questions were formulated to guide the study. The researcher as well as ten research assistants personally administered the questionnaire. The questionnaire forms were collected on the spot and so there was a hundred percent rate of return. It was discovered that nearly all the undergraduate students own mobile phones and the majority consider it very useful. Several reasons were advanced for owning a mobile phone by students. These include: for mobility, emergency, e-mails and short message service, self assurance, improved social status, for fashion, loading information, social network and malpractice. The features commonly used by students apart from sending and receiving calls is the short message service. The implications of mobile phone usage by students on school administration are: it is an object of distraction, encourages laziness as students now browse instead of going to the library, an object for examination malpractice and several other vices. Recommendations were made to check the use of mobile phones by undergraduate students in Nigerian universities.
Examination of Stress-Coping Methods of Primary School Teachers in Terms of Different Variables
Author: Bayraktar, Hatice Vatansever
Date: 2016-08-00
Type: Journal Articles
Subjects: Coping,Elementary School Teachers,Self Esteem,Marital Status,Age Differences,Teaching Experience,Foreign Countries,Measures (Individuals),Geographic Regions,Teacher Attitudes,Stress Management,Statistical Analysis,Social Support Groups,Gender Differences,Anxiety

This research is a study that aims to reveal whether there is a significant difference between primary school teachers' stress-coping methods and their demographic features, and if any, whether it is negative or positive. The study consists of 191 primary school teachers working in 14 primary schools in seven geographical regions. The &quot;Stress-Coping Methods&quot; scale developed by Aydin (2008) was used in this study in order to determine stress-coping methods. As a result of this study, it was found that the stress-coping skills of primary school teachers are at the intermediate level and primary school teachers prefer the self-confident approach most. Nevertheless, it was concluded that married teachers prefer the despair approach, male teachers that are older than 46 years prefer the optimistic approach, teachers with the experience of 21 years and more prefer the submissive approach, and teachers working in the Southeastern Anatolia Region prefer the despair approach more.
The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students
Author: Memis, Aysel
Date: 2016-08-00
Type: Journal Articles
Subjects: Reading Skills,Grade 1,Visual Perception,Foreign Countries,Reading Comprehension,Reading Instruction,Anxiety,Reading Rate,Reading Ability,Reading Achievement,Perception Tests,Perceptual Development,Elementary School Students,Comparative Analysis

In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading comprehension, reading errors were determined by &quot;The Informal Reading Inventory&quot;, and their visual perception levels were determined with &quot;Developmental Test of Visual Perception-2&quot;. Data was coded in SPSS version 22.0. As a result of the study, the majority of students was identified at the level of anxiety while thirty four students was identified at the instructional level, it was also seen that there was no student at an independent level. Instructional level students had higher reading speeds and reading comprehension than anxiety level students significantly. Anxiety level students had higher reading error rates than instructional level students significantly. It was seen that instructional level students having higher reading levels had significantly higher general visual, motor-independent, and visual-motor perception than anxiety level students. While anxiety level students were above average, instructional level students are superior all visual perception abilities.There is a positive meaningful relationship between the all levels of visual perception, and reading speed, reading comprehension. As first grade students' general visual perception, motor-independent visual perception, and visual-motor perception scores increased, reading speed and reading comprehension increased, reading error scores decreased.
Pre-Service Teachers' Perceptions on Procedures to Identify and Assess Children with Special Educational Needs and Disabilities: The Case of Tutors of Colleges of Education in Ghana
Author: Gyimah, Emmanuel Kofi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Disability Identification,Special Education,Special Needs Students,Disabilities,Tutors,Schools of Education,Preservice Teacher Education,Curriculum,Inclusion,Statistical Analysis,Questionnaires,Screening Tests,Parent Participation,Informed Consent,Referral

The study aimed at exploring the perceptions tutors in Colleges of Education have on how the Colleges of Education Curriculum adequately prepare pre-service teachers to enable them to identify and assess children with special educational needs and disabilities for effective inclusive education in Ghana. A descriptive survey design was adopted and the purposive sampling technique was used to select three of the ten regions of the country. Out of the three regions, 13 Colleges of Education were purposively selected and the convenience sampling technique used to select 235 tutors. Percentages and frequencies were used as statistical tools to analyse the research data generated from the questionnaire instrument. The findings revealed that 119 (53.36%) of the respondents agreed that the curriculum enables pre-service teachers to identify various categories of children. Respondents who agreed that the curriculum teaches pre-service teachers how to screen were 73 (32.74%), while 86 (38.57%) agreed that the curriculum teaches pre-service teachers how to seek for parental consent before referral. Only 13 (5.83%) agreed that the curriculum exposes pre-service teachers to the various assessment centres in Ghana where children who are suspected to have disabilities can be referred. There were 44 (19.73%) who agreed with the statement that the curriculum enables pre-service teachers to develop an Individualised Education Programme for children with special educational needs and disabilities. On the basis of the findings, some recommendations were made for tutors of the Colleges of Education to clarify identification and assessment procedures to pre-service teachers when teaching. This will prepare them for inclusive education in the country.