ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Organizations and Policy Transfer in the EU: Greece's State Scholarships Foundation in a Reform-Resistant Context
Author: Lavdas, Kostas A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Public Administration,Educational Policy,Competency Based Education,Government Employees,Case Studies,Public Agencies,Administrative Change,Organizational Change,Technology Transfer,Global Approach

In the context of policy change in the EU, lifelong-learning has acquired a growing significance due to its promise to foster both professional development and personal fulfillment and thus contribute to the enhancement of social inclusion, active citizenship, competitiveness, and employability. The need for developing a smart and sustainable economy puts greater emphasis on the efficient management of Human Resources in order to produce quality services and improve governance, especially in public administration. Education and training can play a pivotal role towards this objective, as the development of the public servants' skills and competences through an effective competent-based learning platform will contribute to the enhancement of the organization's operational and administrative capacity. Greece is a member-state in need of intensified policy transfer in general and of further developing learning organizations in particular. Focusing on Greece's State Scholarships Foundation (IKY) as a case study encourages us to explore two distinct but closely related aspects: (a) the role of the Foundation in policy transfer and the transnationalisation of policy and (b) the changes which the Foundation itself is undergoing as a learning organization. The paper suggests that viewing the transformation of public organizations into learning organizations as an instrument for policy reform may be a valuable way forward in the attempt to modernize public administration in Greece's reform-resistant context.
Quality in Higher Education: United Arab Emirates Perspective
Author: Soomro, Tariq Rahim
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,Educational Practices,Quality Assurance,Barriers,Models,Foreign Countries

Quality in higher education is the major concern among researchers. Managing quality in higher education in a multicultural population with different approaches is not only challenging but an uphill task. This paper will focus on quality concern in higher education keeping in view, the United Arab Emirates (UAE) perspectives. A model to maintain the quality in higher education and current higher education quality practices in UAE will be explored along with its challenges.
The Culture of Honors
Author: Koch, Susan J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Relevance (Education),College Programs,Program Descriptions,Program Development,Student Development,Administrator Attitudes,School Culture

In this article Chancellor Susan Koch considers the value of the honors program at her institute, the University of Illinois at Springfield. She begins by reflecting on her own under graduate experience at her alma mater, Dakota State University and explains how her experience there helped her to create the honors program at the University of Northern Iowa and now, since 2011, a thriving Capital Scholars Honors Program at the Springfield campus of the University of Illinois. Koch goes on to discuss the values of the honors program for the Springfield campus. The program: (1) provides important opportunities for faculty growth, especially in interdisciplinary research and teaching; (2) provides a vehicle for recruiting talented and motivated students who contribute to the intellectual and social climate of the campus in countless ways; and (3) creates a stream of talented and successful alums who remain appreciative of their honors experience and often stay engaged with the university in important ways.
The Physics of Intelligence
Author: Escultura, E. E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Intelligence,Physics,Brain Hemisphere Functions,Memory,Recall (Psychology),Concept Formation,Cognitive Processes,Qualitative Research,Mathematics,Mathematical Logic,Scientific Concepts,Mathematical Concepts,Learning

This paper explores the physics of intelligence and provides an overview of what happens in the brain when a person is engaged in mental activity that we classify under thought or intelligence. It traces the formation of a concept starting with reception of visible or detectable signals from the real world by and external to the sense organs, their conversion and encoding on basic cosmic waves as brain waves, transmittal to the creative-integrative region (CIR) of the cortex, storage of sensation components in the respective sensation regions as memory and recall by and recomposition in the CIR as physical concept at its primitive nodal region. It explains formation of simple and complex concept, construction of mathematical space and physical theory and the underlying physical processes involved at every phase starting with reception of external signals by the sense organs. It also explains creation of abstract concepts, i.e., concepts not based on sensation such as mathematical concepts. These activity and capability of the CIR are &quot;creative.&quot; All of it is accomplished through the new methodology of qualitative mathematics and modeling.
A Perception of Examination Malpractice and Pupil's Academic Performance in Primary Science in Cross River State, Nigeria
Author: Cornelius-Ukpepi, Bernedette Umali
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Elementary School Science,Educational Malpractice,Hypothesis Testing,Testing Problems,Achievement Tests,Questionnaires,Correlation,Cheating,Gender Differences,Student Attitudes,Geographic Location

The focus of this study was to determine perception of examination malpractice and academic performance in Primary Science among sixth grade in Cross River State, Nigeria. In order to achieve the set objectives of this study, three hypotheses were formulated and tested. Two instruments were used for data collection. They were perception of examination malpractice questionnaire (PEMQ) and a 50-item primary science achievement test. These instruments were validated and administered to one thousand eight hundred and eighteen (1818) pupils out of sixty-eight thousand, two hundred and one (68,201) pupils in seventy (70) schools in the study population. A proportionate stratified random sampling technique was adopted hence; the study area was stratified into three educational zones with different populations. The data obtained were analyzed using Pearson Product Moment Correlation Coefficient (r), One-way Analysis of Variance (ANOVA) and Independent t-test statistical tests at 0.05 level of significance. The major finding of this study was that there was a significant relationship between pupil's perception of examination malpractice and academic performance in primary science. Based on the findings, it was concluded that if pupils understand the damage examination malpractice does to the educational system and study adequately; it will help them to perform well in science and minimize examination malpractice. It was recommended that pupils should be made to understand the dangers of examination malpractice and culprits caught in examination should be used to set good examples for others to enable them model adequate behaviours and study hard for their examination.
Outreach within the Bristol ChemLabS CETL (Centre for Excellence in Teaching and Learning)
Author: Shallcross, Dudley E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outreach Programs,Chemistry,Science Instruction,Science Teachers,Teacher Education,Summer Schools,Elementary Secondary Education

This paper presents an overview of the Bristol ChemLabS project. In particular, it describes the development and impacts of the outreach project within Bristol ChemLabS, the UK's Centre for Excellence in Teaching and Learning (CETL) in practical chemistry, and its continuation beyond the funded project. The major elements of working with both primary and secondary aged students, both within their schools and within the undergraduate teaching laboratories, are described together with aspects of the science teacher training. The teaching elements include school's conferences, workshops within the School of Chemistry as part of the Open Laboratory Programme, summer schools and overseas work. Evidence is provided that demonstrates the impact of this programme on enhancing positive attitudes toward science and further education for the school students, as well as providing enhancing and embedding learning opportunities for school students and their teachers. The very positive impacts on the postgraduate chemistry students that work alongside the School Teacher Fellow (STF), a secondary school teacher working within the School of Chemistry, is discussed and the vital role played by these postgraduates and the STF to the overall success of the Outreach Programme. Generating a sustainable (financially and in terms of personnel) Outreach programme of the size of Bristol ChemLabS (beyond the lifetime of the CETL programme) is a unique aspect amongst UK CETLs and the mechanism used to achieve this is also discussed.
Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman
Author: Alkharusi, Hussain
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Teacher Attitudes,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Teacher Surveys,Attitude Measures,Evaluation Methods,Gender Differences,Intellectual Disciplines,Faculty Workload,Teaching Experience,Faculty Development,Knowledge Level,Teacher Competencies,Questionnaires,Statistical Analysis,Likert Scales,Multivariate Analysis

Educational assessment can be a powerful tool in enhancing classroom instruction and student performance. Yet, its effectiveness relies on the beliefs and knowledge of those who apply it on a daily classroom basis. This study explored attitudes, competence, knowledge, and practices of teachers about educational assessment. Participants were 165 in-service teachers teaching various subject areas in grades 5 to 10 randomly selected from Muscat educational governorate in the Sultanate of Oman. The study employed a descriptive survey research design. Results revealed that although teachers held a favorable attitude towards and perceived themselves as being competent in educational assessment, they demonstrated a low level of knowledge in educational assessment. Teachers used a variety of assessments in the classroom primarily for assigning grades and motivating students to learn, with some variations by gender, grade level, and subject area. Teaching load and teaching experience accounted for some of the variations in teachers' educational assessment practices. Implications for professional development of teachers in educational assessment as well as recommendations for future research were discussed.
The Effect of Teachers' Lexicon Teaching Beliefs on EFL Learners Vocabulary Intake
Author: Hassankiadeh, Mozhgan Alsadat Ghaffarzadeh
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Beliefs,Teacher Attitudes,Vocabulary Development,Influences,Foreign Countries,Teacher Effectiveness,Memory,Teaching Methods,Hypothesis Testing,Junior High School Students,Questionnaires,Language Proficiency,Language Tests

Belief is a central construct in every discipline which deals with human behavior and learning (Horwitz, 1985). Also Vocabulary instruction occurs in classrooms every day at a variety of levels and for a variety of purposes. After all, words are the currency of education. The teacher's beliefs about learning will lead them to different strategies based on their beliefs and consequently it will effect on the learners' amount of Learning. The researcher aims at investigating whether such influences are significant regarding learning vocabulary or not. Language teachers' beliefs and understandings of teaching as well as learning play an important role in their classroom practices and in their professional growth. As Harste and Burke (1977) postulated, teachers make decisions about classroom instruction in light of theoretical beliefs they hold about teaching and learning. Teachers' beliefs influence their goals, procedures, materials, classroom interaction patterns, their roles, their students, and the schools they work in. The present study investigates teachers' beliefs as one of the most significant issues in education. The researcher wants to identify which one of the teachers' lexicon teaching beliefs is more effective in enhancing learners' vocabulary intake. The beliefs which are under question in this study are divided into three groups. The first one is Memory-based, the second one is meaning-based and the last one is function-based lexicon teaching beliefs. In this study the researcher concluded that On the basis of the findings, it is possible to make the following statements about learning vocabulary by Iranian EFL learners: 1) The Learners who were taught by teachers with higher level of function-based lexicon teaching beliefs are superior in promoting their lexicon learning to those who were taught by teachers with higher level of meaning-based or memory-based lexicon teaching beliefs. 2) The Learners who were taught by teachers with higher level of meaning-based lexicon teaching beliefs are superior in promoting their lexicon learning to those who were taught by teachers with higher level of memory-based lexicon teaching beliefs. 3) The learners who were taught by those teachers with higher level of memory-based beliefs are in the lowest level of promoting their vocabulary learning in contrast with other groups.
The Impact of Inclusive Education (IE) on the Rights of Children with Intellectual Disabilities (IDs) in Chegutu
Author: Mapuranga, Barbra
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Mainstreaming,Student Rights,Intellectual Disability,Qualitative Research,Case Studies,Questionnaires,Interviews,Parent Attitudes,Student Attitudes,Teacher Attitudes,Secondary Schools,Educational Environment,Peer Relationship,Attitudes toward Disabilities,Social Bias,Statistical Analysis,Equal Education,Bullying,Barriers,Educational Policy

This study investigated the impact of Inclusive Education (IE) on the rights of children with Intellectual Disabilities in schools around Chegutu. The qualitative case study method was used for the research. Questionnaires and interviews were used to collect data from schools around Chegutu. Random sampling was used to choose the sample group from a total population of 80. Thirty respondents which comprised of 10 teachers, 10 children and 10 parents from the five secondary schools constituted the sample group. The results of the study showed that inclusive education recognizes the rights of children with intellectual disabilities. However, parents complained that IE does not offer conducive learning environments of children with IDs because the infrastructure in the schools do not cater for the children with IDs. Also the children interviewed looked down upon children with IDs. They called them ZIMCARES, imbeciles or morons. This tended to violate the ID children's rights to dignity. This study encourages the government to uphold the rights of ID children in IE. There should be an education policy to fully cater for the educational needs of learners with IDs in inclusive settings. There is a serious need for awareness campaigns to remove the stigma attached to learners with IDs.
Drama and Role Playing in Teaching Practice: The Role of Group Works
Author: Çerkez, Yagmur
Date: 2012-00-00
Type: Journal Articles
Subjects: Role Playing,Drama,Group Activities,Cooperative Learning,Preservice Teachers,Qualitative Research,Methods Courses,Student Attitudes,Case Studies,Measurement Techniques,Skills,Instruction

The research study aims to explore the essence of group work in drama and role playing for teaching practice inline with the nature of collaborative learning process. This research study has qualitative nature by capturing experiences of volunteer ninety pre-service teachers about group works, gained skills from drama and role playing in their teaching practice within the scope of &quot;Principles of Teaching and Methods&quot; course in higher education. Therefore, self-report was employed in this research. Thematic analysis was used to analyze qualitative data based on key themes. The research findings revealed that pre-service teachers constructed both practical and pedagogical knowledge regarding group work and shed a light to their teaching practice.
Headteachers' Perceptions of the Relationship between Parental Support and Learners' Retention in Public Secondary Schools in Bureti District, Kenya
Author: Kirui, Philip K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Parent Student Relationship,Public Schools,Secondary School Students,Secondary Schools,Administrator Surveys,Questionnaires,Interviews,Statistical Analysis,School Holding Power,Parent Participation

Parental support has been central to realizing quality education. Parental support in areas of fees, teaching materials, uniforms and labour has been vital for the expansion of education in Kenya. However, a low retention level which is an indicator of internal efficiency has remained a challenge in most public secondary schools. Consequently, the study sought to establish the headteachers' perceptions of the relationship between parental support and learners' retention in public secondary schools in Bureti District, Kenya. The study used a descriptive survey research design. The headteachers of public secondary schools constituted the respondents of the study. A sample of 30 respondents was drawn for the study. A simple random sampling technique was used to select the respondents for study. The study used questionnaires and interview schedules to collect data. The research instruments were pilot tested on headteachers that were not part of the study sample. Using Cronbach's alpha, an index of 0.874 for the questionnaire was established to mean it was reliable. Descriptive statistics and inferential statistics technique were used to analyze data with the help of Statistical Packages for Social Sciences (SPSS version 20). To make reliable inferences from the data, all statistical tests were subjected to a test of significance at coefficient alpha (a-level = 0.05) equal to 0.05. The study revealed that there is a statistically significant relationship between parental support to education and learners' retention levels. This study recommends that school leaders be guided to interrogate this relationship in a way that will provide policy direction in enhancing retention among secondary school learners.
Participatory Governance in Secondary Schools: The Students' Viewpoint in Eastern Region of Kenya
Author: Mulwa, David M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Governance,Participative Decision Making,Stakeholders,Student Attitudes,Student Participation,Questionnaires,Statistical Analysis,Secondary School Students,Secondary School Teachers,Principals,Educational Administration,Student Surveys

The purpose of the study was to determine the students' view on participatory school governance in secondary schools of the Eastern region, Kenya. Participatory school governance implies the involvement of stakeholders in the decision making process in schools. The objectives of the study were to identify the key decision makers in selected management tasks in secondary schools as perceived by students in Eastern Region, Kenya and to establish the students' opinion on their involvement in decision making in secondary schools of Eastern Region, Kenya. It was also meant to identify structures within the secondary school system which are used for students' involvement in decision making process in secondary schools of Eastern Region, Kenya. The study adopted the descriptive survey research design. The target population was 28,441 students of the secondary schools of Eastern Region of Kenya. A sample of 720 respondents was selected through multi-stage sampling procedures. Data was collected by the use of a questionnaire and was analyzed by the use of descriptive statistical tools. The findings were that the key decision makers in curriculum and design were the teachers, principals and students. In students' management and welfare, it was the principals, teachers and Boards of Management while in school-community relations it was the principals. The students said that they should be involved in decision making and in their view, their involvement is very important. Though there is emphasis on the application of students' governance through the students' councils, students believe that since teachers' interfere with the process of electing their leaders, then the structure of governance is the prefects system.
The Implementation of Contextual Approach in Solving Problems Understanding Syntax: &quot;Sentence&quot; Indonesian at Universities in Surakarta, Indonesia
Author: Wahyuni, Tutik
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Mixed Methods Research,Syntax,Indonesian,Sentences,Problem Solving,Interviews,College Faculty,Textbooks,Pretests Posttests,Teaching Methods

This study aims to: (1) assess the charge textbooks Syntax: &quot;Sentence&quot; bahasa Indonesia is based on a needs analysis; (2) analyzing the breakdown of understanding Syntax: &quot;Sentence&quot; Indonesian with contextual approach; (3) test the effectiveness of understanding Syntax: &quot;Sentence&quot; Indonesian with kontekstua approach. This research was conducted through qualitative and quantitative approaches with fourth semester students at three private colleges and the universities throughout Surakarta, Indonesia in 2014/2015. Quantitative study conducted through the instrument used by the student to understand Syntax Indonesian sentences by using a contextual approach to determine the ability of students to understand the syntax Indonesian sentences in solving these problems. All instruments before deploying were tested for validity and reliability of their needs. Qualitative studies are used to reinforce the results of interviews with six lecturers Syntax Study Program Indonesian language and literature at universities in Surakarta, namely the University of Veterans Bangun Nusantara Sukoharjo, Muhammadiyah University Surakarta, Widya Dharma University Klaten, Sebelas Maret University Surakarta. The results showed that the majority of students implement contextual learning by doing lesson plans that all students perform implement, but to look back make most students do not review anything. Based on the result of exposure to the development of prototypes, the value of t (8,24) &gt; t table (1.69), then Ho is accepted. There are differences post test conventional class and experimental class on Indonesian syntactic ability. From the calculations, the average scores for post test conventional class is 70.45, while the average for post test 79.24. This indicates that the average score post test greater than the average score of pre test. Thus the effectiveness of the test results with the textbook syntactic contextual approach classed either.