ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perspective of Students and Faculty Members on the Efficiency and Usability of E-Learning Courses at Ajman University: A Case Study
Author: Eltahir, Mohd. Elmagzoub
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,College Students,College Faculty,Foreign Countries,Integrated Learning Systems,Educational Technology,Technology Uses in Education,Gender Differences,Technology Integration,Majors (Students),Instructional Program Divisions

While there is much in the literature on the usability of Course Management Systems (CMS) themselves, there is little that looks at content of these CMS. This study aims to investigate the usability of the e-learning courses at Ajman University from the perspective of students and faculty members. The e-learning usability evaluation questionnaire developed by Zaharias (2009) has been used as the main instrument for data collection in this study. A semi-structured interview is another instrument that has been used to investigate the evaluation of e-learning usability. This form has been used to collect qualitative data from the faculty members. The research results revealed that the attitude of a majority of the respondents toward the usability of e-learning courses at Ajman University was, in general, at the agree level, which means that there is a positive agreement for using e-learning courses in the university. Most of the participants in this study view the e-learning courses at AU as being easy to use, easy to learn and with a user-friendly interface. However, first-year students hesitate to express a firm opinion about the usability of e-learning courses at AU. The students' perspective varied by gender (with women showing a more favorable opinion) and college type (with students in the Business Administration College showing a more positive opinion). Interviews with faculty members from all colleges at AU revealed that most staff members are satisfied with the Moodle system. The study concludes that there is a great need to conduct more training for freshman students on how to use Moodle and recommends it.
The Investigation of Ecological Citizenship Levels of Teacher Candidates
Author: Ünal, Emre
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Environmental Education,Citizenship,Knowledge Level,Foreign Countries,Gender Differences,Parent Background,Nongovernmental Organizations,Student Organizations

The aim of this study is to investigate the ecological citizenship of teacher candidates in terms of different variables and to determine the variables influencing the ecological citizenship level. The study group consists of 318 voluntary senior students who study at the departments of Primary School Teaching, Social Studies Teaching, Primary School Mathematics Teaching, Science Teaching and Physical Education and Sports Teaching in the faculty of education at a state university. The data were obtained through Ecological Citizenship Scale developed by Karatekin and Uysal (2018). The study was designed in survey method, which is a quantitative research method. The results of the study showed that the ecological citizenship levels of teacher candidates did not differ significantly in terms of the variables of gender, mother educational attainment level, father educational attainment level, membership to non-governmental organizations and membership to student organizations while significant differences were found in terms of the variables of department and participation in social projects.
Adult Pre-Service Teachers Applying 21st Century Skills in the Practice
Author: Valli, Päivi
Date: 2014-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Adult Students,Practicums,21st Century Skills,Thinking Skills,Critical Thinking,Problem Solving,Cooperation,Creativity,Technological Literacy,National Curriculum,Peer Teaching,Student Responsibility,Skill Development,Foreign Countries,Teacher Education Programs

In this research we present how a group of Finnish adult preservice teachers (n=21) incorporated 21st CS through their methods of working instructional methods in the final practicum in autumn 2013. The research material consists of pre-service teacher's practicum plans, taped lessons and written practicum synthesis. The nature of teaching has changed significantly during the past decades, as a result of which teaching has never been more difficult or more important. This is a challenge also for teacher education programs. The adult teacher education program at Kokkola University Consortium Chydenius focuses on developing 21st century skills (21st CS) to enhance the use of technology, to support critical thinking and problem solving, and to enable collaboration and creativity during studies. Our curriculum is designed to produce deep understanding and authentic application of 21st CS in all practicums. Because Finnish teachers are free to choose their methods, it is important that pre-service teachers are aware of 21st CS. The current Finnish national curriculum includes some 21st CS, such as learning through peer interaction, helping students (= pre-service teachers) take responsibility for their learning, and helping them develop strategies for applying skills in novel situations. At the moment, Finland is in the midst of a curriculum reform that includes consideration of adopting 21st CS more clearly in learning situations. We found that 21st CS were taken into account in planning learning environments, but how to apply 21st CS in classroom demanded deeper understanding and abilities of applying these skills in practice.
Core Values Matrix of the Philosophy of Basic Education in Oman (PBEO)
Author: Al-Ani, Wajeha Thabit
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Philosophy,Secondary Schools,Values,School Community Relationship,Partnerships in Education,Administrator Role,Decision Making,Accountability,Administrators,Professional Development,Experience,Institutional Mission,Cooperation,Creativity,Teamwork,Diversity,Knowledge Level,Empowerment,Individual Development,Principals,Educational Environment

The aim of this study is to analyze the core values embedded in the philosophy of Basic Education in Oman. Those values are used to develop a standard to guide the administrative work and performance related to teaching and learning in secondary schools in Oman. 449 school administrators (principals, their assistants, educational supervisors and senior teachers) were randomly sampled for the study. To collect data, a questionnaire including 85 items was used. It was developed by transforming core values to practicing-type statements. The reliability of the study tool Cronbach-Alpha was (0.98). The results of the study show that the highest frequency of practiced values is related to community partnership (79.8%), followed by administrative decision making (77.6%), administrative accountability (76.8%), professional development values (76.4%), comprehensive school experience (74.8%), and finally school vision and mission (73.8%). The study also revealed there is a set of 44 values embedded in the administrative practices of the basic education administers such as sharing, creativity, teamwork, diversity, knowledge-production, self-development, empowerment, harmony and coexistence. The school principals seek to establish a school environment based on the values of learning organization by turning the school into a training unit through forming training teams. In conclusion, many recommendations and suggestions are provided.
Teamwork: Crucible for Learning about Collaborative Leadership
Author: DeAngelis, Lisa
Date: 2014-11-00
Type: Journal Articles
Subjects: Teamwork,Management Development,Leadership Training,Reflection,Leadership Effectiveness,Ambiguity (Context),Difficulty Level,Business Administration,Student Projects,Nonprofit Organizations,Experiential Learning,Place Based Education,Leadership Styles,School Business Relationship,Administrators,Diversity,Public Sector,Private Sector,Females,Disproportionate Representation,Citizen Participation,Program Effectiveness,Problem Solving

In teaching leadership development we have developed and revised a model of teamwork and collaboration, which has yielded innovative and positive results. Our study draws on insights from more than 90 project teams, gathered over twelve years of a mid-career executive education program designed specifically to teach collaborative leadership. The teams work on a strategic dilemma with a business association or community organization, highlighting the civic engagement aspect of collaborative leadership. Teams devise their own operating procedures, refine (not simply manage) the project, create working relationships with multiple stakeholders, and present a deliverable within the nine-month span of the program. The team experience emphasizes complexity and ongoing reflection. We identify seven concrete leadership skills that emerging leaders developed: coping with ambiguity, working cross-functionally beyond their usual expertise, knowing when to get outside help, understanding different stakeholders, working effectively across dimensions of diversity, dividing labor in a leaderless team, and handing off a project that advances but does not close a complex problem. Rather than implementing flawlessly on a project with defined metrics--which propels potential leaders partway up the ladder--participants shift toward the greater leadership challenges of defining scale and significance, changing course after listening carefully, and learning from obstacles. They emerge from the crucible of teamwork with leadership skills for everyday work and the future.
Implementation of the Ethical Knowledge in the Higher Economic Education
Author: Vidanec, Daphne
Date: 2014-11-00
Type: Journal Articles
Subjects: Higher Education,Economics Education,Foreign Countries,Ethics,Business Administration Education,Program Implementation,Moral Values

As relatively new philosophical discipline, business ethics has sprang out from the business practice in the last quarter of the 20th century. Business ethics is focused on evaluation of business conduction of both individuals and corporations in the business world. Nowadays, in the public and academic milieu of the modern Western societies business ethics is recognized as one of the crucial educational forms, especially in the field of higher economically profiled institutions: faculties of economy, accredited colleges for business and management and the like. Analyzing socio-cultural, political and economic milieu of some European societies that went through certain social, juridical, political and economic metamorphoses since the fall of the Berlin Wall, what we can notice is certain fall of crucial human and social values: social and economic justice, economic equality, social freedom etc. The main task of the business ethics in the field of education is to show how we can build both, individual and social life as rational, socially engaged beings gifted by the capacity of understanding and of reasoning ourselves, our deeds, desires, decisions, choices. In this written elaboration the author tends to investigate and to describe the structure of the ethical education in the contemporary economic higher education through the prism of development and rise of modern economic theory.
Kindergarten Study-Unit: Development and Nurturing Awareness of the Existence of the Arab &apos;Other&apos; and the Existence of the Jewish &apos;Other&apos; by Means of the Arts at the Preschool Level
Author: Kriger, Luda
Date: 2014-11-00
Type: Journal Articles
Subjects: Kindergarten,Preschool Children,Arabs,Jews,Art Activities,Cultural Differences,Cultural Awareness,Interaction,Semitic Languages,Foreign Countries,Cultural Pluralism

In this paper, we describe an educational initiative which is a study-unit for kindergarten: &quot;Development and nurturing awareness of the existence of the Arab 'other' and the existence of the Jewish 'other' by means of the arts at the preschool level&quot;. The unit was written as part of my graduate studies for the M. Ed. degree at the Oranim College under the guidance of Prof. Moshe Itzhaki. It evolved from my need to affect change in matters that I am responsible for in the educational field where I work. In Israeli society, the Jewish-Arab conflict is prominent (Bar-Tal, 2007). There is discernible cultural withdrawal between Jewish society and Arab society, while the two separate education systems deepen the alienation between them from very early childhood. The lack of curricula about the &quot;other&quot; leaves the students in a void of ethnocentric ignorance that is filled by other entities which are supportive of the development of the conflict ethos (Yona, 2007). The proposed study unit exposes the children to the narrative of another cultural group that exists in the social reality in which they are raised. This is achieved using the arts and through intercultural meetings between Jewish children and Arab children. This initiative is implemented in my kindergarten since three years, thanks to a grant received from the Fund for Innovative Teaching and thanks to an Encouragement Award from the Oranim College. As part of the initiative children from various sectors meet together and interact in Hebrew and Arabic, learning about a different culture. This process leads to experiential and meaningful learning that has received support in both the Jewish and Arab communities.
Higher Education Ambitions and Societal Expectations
Author: Cabau, Béatrice
Date: 2014-05-00
Type: Journal Articles
Subjects: Higher Education,Academic Aspiration,Expectation,Foreign Countries,Global Approach,Knowledge Economy,Foreign Students

In 2004, i.e. seven years after the retrocession of Hong Kong to the People's Republic of China (PRC), the then Chief Executive aimed to promote the former British colony as 'Asia's world city'. The same year, the University Grants Committee echoed this ambition by envisaging the Hong Kong Special Administrative Region (HKSAR) as becoming an 'education hub' in the region with the main objective of attracting international students for study and work. A few years later, education services were designed as one of the six industries able to propel Hong Kong towards a knowledge-based economy. This paper aims to illustrate the challenges of the former British colony to acquire a strong local academic identity and profile to answer the needs of a knowledge-based society driven by globalisation. These challenges will be scrutinised in the interlinked perspectives of the concepts of higher education (HE) hub and internationalisation of the HE sector in Hong Kong, illuminating local, regional and global concerns. The main conclusion is that one of the biggest challenges is to strike a balance between forces of globalisation and their consequences upon the Hong Kong community's needs and enhancing ties with the PRC as stated in the HKSAR policy. So the balance is to be found between (national) convergence and (international/global) engagement. This profile has repercussions for implementing a HE internationalisation policy anywhere in the world.
Addressing the Educational Challenges of Experiential Learning in Teaching of Internet Marketing at Thompson Rivers University
Author: Idzikowski, Andrew
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,Internet,Marketing,Business Administration Education,Business Schools,College Students,Case Method (Teaching Technique),Case Studies,Student Educational Objectives,Student Projects,Educational Benefits

One of many educational challenges in higher education is to combine theory with the practical knowledge that students need to have learned upon graduation. Most business schools in North America address this issue by using case studies. In the business area of internet marketing, learning by analyzing case studies does not create the excitement in students that many teachers would hope for. Unless the learning objectives are directly linked to the students' personal career objectives, the success of the traditional case study approach is slowly decreasing. To break from a typical case study approach, this Author has introduced a modified live case study to the students in the School of Business at Thompson Rivers University (TRU) in Canada. Instead of collaborating with external businesses sponsors, the students became project sponsors themselves. The entire experience required the marketing students to obtain the knowledge needed to fully understand many challenges of internet marketing. It included real activities such as developing content for a website, creating and running online advertising, monitoring website performance, and solving many challenging problems.This paper summarizes this live case study experience, which has been successfully implemented in the last two semesters at TRU. It provides recommendations that other instructors may consider before introducing a similar experience in their classrooms.
Entrepreneurial Education and Entrepreneurial Culture among University of Cape Coast Students in Ghana
Author: Afriyie, Nina
Date: 2014-11-00
Type: Journal Articles
Subjects: Correlation,Entrepreneurship,Foreign Countries,Intervention,College Students,Employment,Persistence,Risk,Business Administration Education,College Graduates,Universities,Student Attitudes,Student Characteristics,School Culture

Currently the Ghanaian economy's capacity to absorb new recruits into the formal sector has fallen. Therefore, for young people to escape the incidence of not getting employed after school, active intervention is necessary. There is an urgent need for young people to be trained and educated in the field of entrepreneurship especially university students. This study examined the link between entrepreneurship education and entrepreneurial culture among university students in Ghana. A sample of 203 students was randomly selected from the three schools in University of Cape Coast Ghana. Correlation coefficient was the parametric statistical tools used to test the association in the study. Entrepreneurial culture was measured using entrepreneurial mindset, business startup motives and entrepreneurial orientation. Four dimension were used under entrepreneurial orientation; proactiveness, perseverance, innovativeness and risk taking propensity. A significant relationship was observed between entrepreneurship education and entrepreneurial culture. This study therefore argues that entrepreneurship education will equip the students with the skills with which to be self-reliant. Results again holds the implication for among others, that if entrepreneurship education is made core and studied by all students irrespective of the areas of specialization, will help inculcate the culture of entrepreneurship in University of Cape Coast students leading to they being job creators rather than job seekers, and in the long term effect, graduate unemployment will be reduced.
Living with HIV after Release from Prison: An Evaluation of the Long-Term Health of Formerly Incarcerated Individuals Who Used Michigan&apos;s Community Reentry Service
Author: Miller, Robin L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Institutionalized Persons,Correctional Institutions,Medical Services,Longitudinal Studies,Community Programs,Records (Forms),Medical Evaluation,Physicians,Law Enforcement

In 2003, Michigan implemented a reentry service to assist HIV-infected people incarcerated in state prisons in linking to HIV medical care immediately upon their release. We examined whether formerly incarcerated people were linked to care successfully, remained in care, and were in good health 3 years after their date of release. In all, 190 people used the service over the 5 years following its inception. Only a minority of those who were alive and not reincarcerated at the time of the evaluation engaged consistently with medical care. Unsurprisingly given low rates of engagement in care, 3 years after their release only 27% had achieved viral suppression. Concerted efforts to support formerly incarcerated HIV-infected individuals' engagement in care over the long term are urgently needed.
A Model of Formative Assessment in Music Education
Author: Kordes, Urban
Date: 2014-11-00
Type: Journal Articles
Subjects: Models,Formative Evaluation,Music,Music Education,Foreign Countries,Student Experience,Action Research,Music Teachers,Teacher Education,Learning Processes,Metacognition,Student Attitudes

Qualitative research has provided insight into how students experience and perceive the learning process in music. A model of learning, teaching, assessment and evaluation has been researched and reconstructed together with students. As a basic investigative approach the method of action research has been used. Two action cycles were planned and executed. Findings of the study in which students were given instruction with an emphasis on the development of metacognitive strategies or developing proactive and self-regulatory attitudes to learning, evaluation and assessment, broaden understanding of how to integrate assessment and evaluation into the learning process, and monitor all processes of music learning.
Assessment in Teacher Education: North &amp; South [ATENS]
Author: Maggenis, Geraldine
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teaching,Preservice Teachers,Student Evaluation,Teacher Education,Teacher Evaluation,Teacher Student Relationship,Student Teacher Attitudes,Teacher Role,Elementary Secondary Education,Tutors,Reflection,Communities of Practice,Teaching Experience

Central to successful learning and teaching is assessment. Therefore, this small-scale, Irish, cross-border research project investigates the assessment of and satisfaction with school-based placements as experienced by a sample of primary and post-primary students and their college tutors. The resultant connections between such professional practices and subsequent planning, teaching and learning are also examined. Reflective of current practices in formative modes of assessment and being particularly relevant to the experience of pre-service teachers, Rogoff's (1995) socio-cultural theory has been chosen to underpin this project. It explores the balance between personal, interpersonal and cultural factors in learning as student teachers journey toward newly-qualified status. Due to the 'lived' nature of this research project, an interpretative approach is taken in the form of descriptive, thematic analysis.The project illuminates the reduced time and space students have to explore, integrate and reflect upon theory-pedagogy links and to conduct professional, collegial conversations. Completing extraneous and repetitive college paperwork, often excluded many from their schools' communities of practice. Current assessment methods are deemed subjective and somewhat non-representative of teaching practice placement especially in terms of relationships forged and learning completed. A disconnect exists between the reality of practice within individual, engrained school cultures and procedures and college provision. Despite both tutors and students largely endorsing assessment for learning as a journey, students tended to formalize the process to achieve high grades. Sadly, few if any linkages were made between the students' own experiences of being assessed and their subsequent planning, teaching and assessment of their pupils.