ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Learning in Africa through Students&apos; Collaboration with Parents, Teachers and Peers
Author: Maganda, Dainess
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Role,Parent Student Relationship,Parent Teacher Cooperation,Peer Relationship,Cooperation,Writing Workshops,Elementary School Students,Grade 6,Interviews,Interaction,Knowledge Level

Education scholars agree on the positive role that parents play in fostering educational success. Much research done also shows ways in which teachers contribute greatly to students' performance in school. Limited research focuses on how students' interactions with one another effect their academic performance. This study examines ways in which students were impacted by collaborating with their parents, teachers and with each other during a writing workshop in one elementary school in Northwestern Tanzania. Data seems to suggest that students accessed their parents' funds of knowledge; they became agents of change and used each other's academic input to improve their writing. Implications for research and teaching are discussed.
Contemporary Understanding of Education in the Rift between Ontological Relativity and the Transformed Media Culture
Author: Pejakovic, Sara
Date: 2016-00-00
Type: Journal Articles
Subjects: News Media,Subcultures,Values,Schematic Studies,Role of Education,Culturally Relevant Education,Media Literacy,Mass Media Effects,Influence of Technology,Postmodernism

The transformation of the developmental process from animal rationale, through homo communicans into the (un)aware homo symbolicum and the man receiving and distributing media information today, available through multimedia tools in his everyday life, encourages thought on the contemporary man, as well as the purpose, point and sense in contemporary education. The fact is that an individual's life today cannot function deprived of virtual communication. It is possible to state that the world of mass and new media, changed the perception of reality in an essential way. Given the ontic nature of new media being based on technology i.e. the matrix of technical mediation of the real, fiction becomes reality and facts are (re)interpreted as media information. They not only aren't the measure or the guide in a theoretical context, they can also lead to an uncontrolled and unpredictable course of media information, due to their truthfulness not being questioned. That is how the global presence of media sets the forms of social life and sometimes relativizes the unquestionable nature of information, thus hiding the fundamental questions of the survival of humane values. In such a context, ontology and ontological relativity provide a landmark in the review of the truthfulness of facts, theories and scientific theoretical settings, especially when (re)defining the notion of contemporary education in the so-called &quot;cyber&quot; world. For those reasons precisely, taking into consideration the causality of the relationship between contemporary media and the multimedia reality in which an individual is located, and in the context of ontological relativity, this paper attempts to search for the understanding of contemporary education of man and of the true, without which true education as such is not possible.
Assessment of Students Attitude and Perception of Teaching Practice: The Case of Undergraduates of Delta State University, Abraka
Author: Ifeoma, Asiyai Romina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Higher Education,Interviews,Questionnaires,Hypothesis Testing,Statistical Analysis,Student Interests,Attendance,Notetaking,Mentors,Interpersonal Relationship,Supervision,Satisfaction,Student Teaching,Student Teacher Attitudes,Preservice Teacher Education,Rural Urban Differences

This descriptive survey research employed ex-post facto design to examine teaching practice in Delta State University, Abraka Nigeria. Interview and questionnaire were used to generate data from 280 respondents. Three research questions and three hypotheses guided the investigation. Data collected were analyzed via the use of mean, standard deviation and percent to answer the research questions and t-test to test the hypotheses, the level of significant was set at 0.05. Findings revealed that student teachers have positive attitude towards teaching practice. This was reflected in their interest in the programme, regular attendance at school and writing of daily lesson notes. Additionally, the student teachers expressed that they had good relationship with their mentors. Findings on supervision provided by lecturers showed that rural school teachers were dissatisfied with their supervision, as some of them were not supervised. The study concluded by recommending among others that Delta State University should ensure that they post student teachers to schools with good access roads for ease of supervision by Lecturers.
Family, Peer and School Influence on Children&apos;s Social Development
Author: Blaževic, Ines
Date: 2016-00-00
Type: Journal Articles
Subjects: Family Influence,Peer Influence,School Role,Environmental Influences,Child Development,Social Development,Social Theories

Theory of origins of the paper starts from holistic and humanistic approach to upbringing and education, which has a goal of comprehensive development of student. An integral children's development can be encouraged by thoughtful planning of school activities in the school curriculum. Co-creators of the school curriculum (teachers, students and parents) need to create different school activities that will give a chance to the students to express their knowledge, skills and capabilities, and to develop socially as well. In the period of middle childhood there is a special importance is of the social development because the first friendships are made than, strengthens the influence of the school at the social development, and the influence of the family is still present there. In order to understand better the children's social development the paper will display the theories of social development and the research results of the influences on social development of the student. Understanding of the family, school and peer influences on the social development of the student is of an extreme importance as a starting point for creating school activities that would encourage not only social but also integral development of the students.
Good and Caring Teaching Behaviours as Perceived by Business Education Students in Tertiary Institutions in the North Eastern Nigeria
Author: Udo, Magnus P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Postsecondary Education,Caring,Teacher Behavior,Knowledge Base for Teaching,Best Practices,Teacher Attitudes,Teaching Skills,Student Surveys,Questionnaires,Problem Solving,Statistical Analysis

This study investigated good and caring teaching behaviours as perceived by Business Education students in Tertiary Institutions in the North Eastern Nigeria. The latter needed good and caring teaching behaviours to reform the education sector that had been devastated by Boko Haram insurgency. The design of the study was survey. The research questions answered were: (i) what knowledge bases do business education students perceived of their Lecturers for good and caring teaching in their institutions?; (ii) What repertoire of best practices do business education students perceived their lecturers have for good and caring teaching in the institutions?; and (iii) what attitude and skills of problem-solving and reflection do the students perceived of their lecturers for good and caring teaching in the tertiary institutions? An instrument of 20 items was distributed to 200 respondents in three tertiary institutions located in the North Eastern Nigeria. Frequency and descriptive statistics were used to analyze the data. The findings of the study revealed, among others, that business education students perceived that their lecturers have control over a knowledge base that guides what they do as Lecturers; that they also perceived that their lecturers have a repertoire of best teaching practices which they have been using to instruct them in the classrooms and to work with fellow workers in the university setting. Lastly they perceived that their lecturers have disposition and skills to approach all aspects of their work in a reflective, collegial and problem-solving manner. It was therefore recommended that the relevant Tertiary Institutional Authorities and government agencies in the North Eastern Nigeria should provide adequate professional training and retraining of Business Education Lecturers in order to help them become good and caring lecturers.
The Connection between Pupils&apos; School Success and Their Inclusiveness in Extracurricular and Out-of-School Activities in Croatia
Author: Vukic, Violeta Valjan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Extracurricular Activities,Elementary School Students,Student Development,After School Programs,Interpersonal Competence,Success,Hypothesis Testing,Student Participation,Student Surveys,Questionnaires,Statistical Analysis

The school, with its activities as an upbringing and educational institute, influences all segments of a pupil's effective development. Besides teaching as its basic activity, the school should take over part of the care and responsibility for the pupil's free time and &quot;use&quot; it for &quot;prolonged&quot; upbringing activity. Today children and young people &quot;spend&quot; their free time on the Internet and little or almost no time in the development of social competences. Confronted with technology as an inevitable challenge of the present day, we are also confronted with new issues in our upbringing and education practice. Due to unpreparedness in participating in joint activities and the impossibility of communication, pupils show numerous manifestations in behavioral disorder, which often determine school success. Participation in extracurricular activities reduces the action area of risk factor in children and youth in their free time, which effects school success in particular. Numerous researches have confirmed how the engagement of pupils in extracurricular activities is one of the factors that influences school success. In Croatia, extracurricular activities are quite neglected for numerous reasons. It is necessary to bring them back to the school and to modernize them and make them challenging and attractive for pupils. Research results on 970 elementary school pupils of Zadar and Šibenik-Knin counties are elaborated in this work. Their participation in extracurricular and out-of-school activities and their connection to school success was examined. The results confirm the presumption that children who participate in extracurricular and out-of-school activities achieve better school success.
Assessment of Day Caring Methods among Civil Servant Mothers of Reproductive Age in Lagos State Nigeria
Author: Akinnubi, Caroline Funmbi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employed Women,Government Employees,Child Care,Questionnaires,Parent Surveys,Child Care Centers,Caregiver Training,Teacher Qualifications,Preschool Evaluation,Family Work Relationship,Educational Practices,Statistical Analysis

This study examined the day caring methods among the civil servants of reproductive age with children between three months to four years in Lagos State Nigeria. The research design employed for this study was a descriptive research design. A total number of 212 teachers and 128 ministry workers making a total of 340 reproductive age mothers were purposively selected from the State. A self-structured questionnaire was used to collect information from the respondents. Accidental sampling technique was adapted to survey the respondents for this study. Data were analyzed using frequency distribution, simple percentages and inferential statistic of t-test analysis. The results of the study revealed that 30 (8.8%) teachers and 33 (9.7%) ministry workers agreed that they kept their child/children in crèche. The study showed that 188 (55.3%) teachers and 92 (27%) ministry workers agreed that they wanted to have time to care for themselves, while 204 (60%) teachers and 38 (11.2%) ministry workers agreed that they liked to get back to their work and be efficient. It was also revealed that a reasonable proportion of the teachers agreed that there were adequate personnel and adequate rooms for learning, while the ministry workers disagreed. The results further showed that many of the day care workers were not well educated. Based on the findings, it is recommended that the civil servants should be educated on the need to adopt the modern and educative methods of day care.
Andragogy: Prerequisites for Adult Educators
Author: Giannoukos, Georgios
Date: 2016-00-00
Type: Journal Articles
Subjects: Adult Educators,Adult Education,Andragogy,Qualitative Research,Interviews,Teaching Skills,Teacher Qualifications,Teacher Characteristics,Teacher Attitudes,Trainers,Educational Methods,Foreign Countries

This work is the result of a qualitative research that tries to highlight, through an interview with an adult educator, the qualities, skills and qualifications a trainer in adult education should have. His qualifications must be of high quality because the difficulties and obstacles in adult learning are different and perhaps more numerous than in formal education. So the trainer must be able to coordinate and direct the educational process and at the same time be the educational consultant of the team and also its guide. This versatile role must include the capacity of the facilitator throughout the educational process. The teacher also should try to help adult learners regarding their educational obligations taking into account that they are workers with families and leisure available is minimal and in some cases perhaps even nonexistent.
Teachers&apos; Perceptions and Practices of Written Feedback in Higher Education
Author: Gul, Raisa B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Feedback (Response),Teacher Attitudes,Educational Practices,Mixed Methods Research,Focus Groups,Performance Factors,Questionnaires,Teacher Surveys,Likert Scales,Communication Strategies,Intermode Differences,Foreign Countries,College Faculty

This mixed-methods research aimed to understand the practices and perceptions of teachers regarding written feedback. For this purpose, a survey was administered to 150 teachers forming a non-probability sample, who were working in various universities in Karachi. The disciplines chosen for the study included nursing, applied linguistics, medicine and education departments in institutes of higher education situated in Karachi. Before sampling, initial screening was done to obtain a list of institutes which provide written feedback on students' assignments. Two homogenous groups of teachers by discipline (nursing and education) were then selected for focus group discussions. It was found that most teachers consider written feedback an important tool for guiding and helping students improve their work. In fact, they consider written feedback as important as verbal feedback. Teachers also recognized the importance of discussing the written feedback with the students but they rarely did so because of time constraints. Most teachers preferred to directly fix students' errors instead of providing feedback to enable them to correct those errors by themselves. While less than half of the participants used a checklist for grading, others used annotation. Several factors were found to have a great influence on the amount and quality of feedback. The most significant factor was whether teachers had formal training in providing feedback. Only 17% of the participants in this study had proper training to give written feedback. They also identified several environmental and personal factors that had an impact on their feedback practices including time, the relationship between the teacher and individual students, and, most importantly, the policies and culture of the institutes.
Family Structure and School Age Children&apos;s Achievement in and Attitude to Leadership Value Concepts in Social Studies and Civic Education
Author: Ayo-Vaughan, Adewunmi F.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Family Structure,Concept Teaching,Values Education,Active Learning,Learning Strategies,Leadership Qualities,Academic Achievement,Quasiexperimental Design,Control Groups,Experimental Groups,Secondary School Students,Student Attitudes,Student Surveys,Pretests Posttests,Statistical Analysis

Western education in Nigeria led to the involvement of schools in the maintenance of appropriate leadership values. However, appropriate leadership value manifestations among school age children in Nigeria who are the future leaders are lacking. To maintain these values, studies have suggested that the family structure of a child plays an important role. This study, therefore, using two modes of active learning strategies as treatment packages, determined the moderating effect of family structure on school age children's' achievement in and attitude to leadership value concepts in social studies and civic education in Delta State, Nigeria. The study adopted the pre-test-post-test, control group quasi-experimental design. Junior secondary students in Delta state made up the population of the study. Multi-stage and simple random sampling techniques were employed in arriving at the sample. A total of two hundred and sixty-five students made up the study sample. Students' Achievement in Leadership Values Test (r = 0.90) and Students' Attitude to Leadership Values Scale (r = 0.78) were used as instruments for data collection. Data were analysed using Analysis of Covariance, Estimated Marginal Mean and Scheffé Pair-wise Comparison. The findings of the study showed that though family structure has a significant effect on students' achievement in leadership value concepts in social studies and civic education, it is not so for students' attitude. Based on this finding, it was recommended that classroom teachers should take into consideration home-background factors in the teaching-learning process and consciously guide the learners into healthy communication and relationships among themselves and the teacher.
The Impact of Adaptive Complex Assessment on the HOT Skill Development of Students
Author: Raiyn, Jamal
Date: 2016-00-00
Type: Journal Articles
Subjects: Skill Development,Problem Solving,Thinking Skills,Evaluation Methods,Formative Evaluation,Summative Evaluation,Problem Based Learning,Individualized Instruction,Cooperative Learning,Adaptive Testing

In this paper we propose a method for the adaptive complex assessment (ACA) of the higher-order thinking (HOT) skills needed by students for problem solving, and we examine the impact of the method on the development of HOT skills in a problem-based learning (PBL) environment. Complexity in the assessment is provided by initial, formative, and adaptive assessments of HOT skills; assessments of collaborative skills; and summative assessments of HOT skills. Adaptability in the assessment is provided through the dynamics of an instructor's assessments based on developing HOT skills; through a flexible choice of control tests and instructional problems for students and collaborative groups; and through the self-formation of heterogeneous, collaborative HOT skill groups. The assessment fosters the development of HOT and collaborative skills through a combination of personalized and collaborative problem-based learning (PBL). The three-stage assessment process guides the development of HOT skills during subject study through PBL. The focus of the first stage is on developing the HOT skills of students through personalized PBL. The second stage is devoted to developing HOT skills and collaborative skills through collaborative PBL. The third stage is devoted to assessing collaborative skills and constructing summative assessments of students. The proposed calculations for the coefficients of HOT skill development serve as a constructive means of exploring the impact of the ACA method on the HOT skill development of students.
Validation of the Spanish Version of the Inventory of Suicide Orientation--ISO 30 in Adolescent Students of Educational Institutions in Medellin--Colombia
Author: Paniagua-Suárez, Ramón E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Suicide,Adolescents,At Risk Persons,Psychological Patterns,Psychometrics,Factor Analysis,Test Validity,Test Reliability,Construct Validity,Statistical Analysis,Factor Structure,Social Isolation,Self Esteem,Emotional Response,Spanish,Questionnaires,Clinical Diagnosis,Goodness of Fit

Inventory of Suicide Orientation--ISO 30, it is a self-report scale that measures risk of adolescents suicide orientation. Although the risk of adolescents suicide is on the public agenda in Colombia actually, there is no study to analyze the psychometric properties of ISO 30, and for this reason, the present study is conducted with a random sample of 604 adolescent students (48% were male and 52% female with an average age of 14 and a deviation of 1.9 years). Methods: A confirmatory factor analysis was performed; reliability is checked by the Cronbach's alpha and correlation item-subconstruct to which it belongs; The test-retest reliability and concurrent validity with the RFL-A validated scale in Colombia with teenage school people is verified. AMOS 16.0 and SPSS version 20.0 for data processing was used. Results: this population was confirmed in the same factorial structure of the original scale; so does the internal consistency for the 30 items and the correlation of each item with its own subconstruct: social isolation and marginalization, low self-esteem, inability to manage emotions, suicidal ideation and hopelessness. Conclusion: The Inventory of Suicide Orientation--ISO 30 Spanish version, is a useful questionnaire and appropriate to diagnose the risk of suicidal orientation (which is a prelude to suicidal idea) in the adolescents students people in Medellin city.
The Effectiveness of a Counseling Program on Developing the Nutritional Awareness of Pupils with Learning Disabilities at the Elementary Stage in Najran
Author: Elnaby, Nagafa Rezk Abd Elgleel Abd
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Counseling,Elementary School Students,Nutrition Instruction,Learning Disabilities,Experimental Groups,Control Groups,Questionnaires,Program Effectiveness,Knowledge Level,Scores,Pretests Posttests,Food,Statistical Analysis,Group Counseling,Health Promotion,Quasiexperimental Design

The study aimed at investigating the efficacy of a counseling program on developing the nutritional awareness of pupils with learning disabilities at the elementary stage in Najran, KSA. The sample consisted of (20) pupils distributed equally to two groups, experimental and control. The scale of Khalil (2003) for the economic, social, and cultural level, in addition to a questionnaire for the nutritional awareness that was developed by the researchers, were used to achieve the aim of the study. The study concluded that the developed program was effective in enhancing the nutritional awareness of the pupils with learning disabilities at the elementary stage.