ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Content Area Literacy in Informal Learning Environments
Author: Kenny, Heather A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Informal Education,Content Area Reading,Literacy Education,Recreational Facilities,Educational Environment,Elementary School Students,Grade 3,Field Trips,Novelty (Stimulus Dimension),Student Interests,Learner Engagement,Learning Processes,Disadvantaged Youth,Educational Opportunities,Learning Experience,Elementary School Science,Science Education,Achievement Gap,Quasiexperimental Design,Science Achievement,Pretests Posttests

In the United States, visits to informal learning environments [ILEs] such as zoos, have historically been considered to be important educational experiences that promote increased student achievement in content-area subjects. Recently, however, funds are more likely to be diverted away from field trip experiences, depriving less-privileged students of opportunities to build rich background knowledge structures that could support long-term learning. This article considers the findings of a study that examined the effects of a visit to a community zoo on the science achievement of 3rd grade students. The findings suggest that although the novelty of the zoo environment may have served as a distractor in the short-term, in the long term, novel stimuli may have promoted increased learning by generating interest, increasing motivation, and providing students who had never before visited a zoo with sensory information to construct new and durable knowledge structures. Educators should therefore strive to provide less privileged students with more frequent opportunities to visit ILEs so as to expand their world knowledge. In addition, teachers are advised to consider how texts and classroom-based learning experiences can be used to complement visits to ILEs.
Teachers' and Administrators' Perceptions of Knowledge Management Competence of High School Administrators
Author: Memisoglu, Salih Pasa
Date: 2016-02-23
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,Knowledge Management,Statistical Analysis,High Schools,Administrator Effectiveness,Likert Scales,Reliability,Foreign Countries,Self Efficacy,Measures (Individuals)

This study aims to determine the teachers' and administrators' perceptions of knowledge management competence in high school administration. The study was conducted using the screening model and the study group consisted of 162 teachers and 35 administrators working at eight high schools in Turkey. Administrators' knowledge management competence was investigated in terms of capturing, sharing, using and storing knowledge. A 5-point Likert scale was used in the study. In order to test the reliability of the scale, the Cronbach's Alpha coefficient was calculated. To analyze the data, Mann Whitney U test, t test, Kruskal Wallis H Test and One-Way analysis of variance were used. According to teachers' perceptions, high school administrators were &quot;moderately&quot; competent in the sub-scales of capturing, sharing, using and storing knowledge and knowledge management in general. On the other hand, high school administrators perceived themselves as &quot;highly&quot; competent in the sub-scales of capturing, sharing, using and storing knowledge and knowledge management in general. A statistically significant difference was found between teachers' perceptions and those of administrators'. However, no statistically significant difference was found in teachers' perceptions according to variables such as gender, seniority and branch.
Higher Education Plays Critical Role in Society: More Women Leaders Can Make a Difference
Author: Teague, Leah Jackson
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Role of Education,Females,Sex Role,Leadership,Women Administrators,College Administration,Barriers,Faculty Mobility,Inclusion,Accountability,Administrator Characteristics,Diversity (Faculty),Consciousness Raising,Professional Development

Leaders with a diverse set of experiences, viewpoints, and backgrounds are crucial to encouraging different perspectives, broadening an institution's world views, and fostering innovation particularly important at colleges and universities responsible for educating and training future leaders, workers, and citizens. Studies show that gender diversity in organizations' top offices and in the boardroom is not just a matter of social justice and advancement but a smart business move as well (Ernst &amp; Young 2009). Yet the percentage of women in senior-level administrators in executive leadership positions has remained low in this country. On average, less than 20% of top executives across 14 sectors of business and industry studies in 2013 were women (Colorado Women's College, 2013). While the percentage of female presidents in institutions of higher education is greater than other sectors, higher education institutions should do more. Institutions of higher education should take the lead and model diversity of thought and experience in its leadership of the next generation. In today's competitive environment in which higher education is accused of being too complacent and too expensive, colleges and universities cannot afford to ignore the benefits that come with creating environments that are more conducive to gender and racial diversity (Supiano, 2014, Laursen, 2014). This article begins with a discussion of the role of higher education in securing the United States position as a world leader and the challenging issues facing high education leaders. Next, the benefits of diversity in leadership positions are described through numerous recent studies. The next section discusses the reality that still exists for women despite public perception that parity has been accomplished. Finally, recommendations to institutions of higher education are offered to create an environment that welcomes and supports a diverse workforce and leadership. While this article focuses primarily on women, the under-representation of people of color within leadership circles is recognized as well. The challenges encountered by women of color are even greater.
Manifestations of Namibian Boy's Underachievement in Education
Author: Zimba, Roderick F.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Males,Secondary School Students,Grade 10,Grade 12,Low Achievement,Gender Differences,Educational Background,Social Influences,Cultural Influences,Socialization,Socioeconomic Status,Poverty,Educational Quality

An analysis of the 2012 grade 10 and grade 12 Namibian examination data indicate that girls received higher grades than boys across the then 13 education regions (Educational Management Information System, EMIS, 2012). University of Namibia graduation statistics for the period of 2002 to 2012 revealed that the institution consistently produced graduates in many fields that were more than 60% female (University of Namibia graduation reports of 2002-2012). The Polytechnic of Namibia also produced graduates in various fields for the period of 2006 to 2011 that were more than 60% female (Polytechnic of Namibia graduation reports of 2006-2011). All this is consistent with data from the Southern African Development Community (SADC) region which reveal that Botswana, Mauritius, Namibia, South Africa, Swaziland and Zambia now have a higher proportion of young women than men in tertiary education. SADC data also reveals that Botswana, Lesotho, Namibia, Seychelles, South Africa and Swaziland have 50% or more young women than young men in Secondary School (SADC Gender Protocol Barometer 2013). Similar data were yielded in studies conducted in several Commonwealth countries (Jha and Kelleher 2006). The main purpose of this paper is to explore the manifestations of Namibian boys' underachievement in education by considering various childhood education issues. The first issue is the background to Namibian boys' underachievement in education, the second issue is on the nature and scope of the underachievement in Namibia Primary and Secondary schools, with special reference to boys who underachieve and those who do not. The third issue is on how the phenomenon is manifested in terms of boys' participation and performance in education, enrolment rates, grade repetition rates, school dropout and retention in school, survival rates and promotion rates from grade to grade. The fourth issue focuses on matters pertaining to gender parity in education, boys' socialization and development and social-cultural values that could impinge on boys' performance in education. The firth issue will deal with quality of education, education theory and practice, teacher education and curriculum development implications of Namibian boys' underachievement in education.
Teaching through Narrative
Author: Hannam, Fraser Douglas
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Story Telling,Delivery Systems,Curriculum,Models,Role of Education,Foreign Countries,Learning Processes

Story telling in its most basic form is a means by which a culture passes onto the next generation what they have found to be useful, to be of value, or to be good. Curriculum can be understood as a certain way of telling a story about the world. By contextualising units of work within a narrative, lessons become more meaningful, dynamic and engaging for the learner. This paper will explore the importance of narrative as a delivery system for curriculum and will unpack the Story Form Model through the identification of binary opposites and the organising of content into narrative form.
The Usage of Domination Strategies in Conflicts between the Teachers and Students: A Case Study
Author: Özgan, Habib
Date: 2016-02-23
Type: Journal Articles
Subjects: Case Studies,Teacher Student Relationship,Conflict,Conflict Resolution,Qualitative Research,Participant Observation,Semi Structured Interviews,Interpersonal Communication,Middle School Students,Access to Information,Negative Attitudes,Social Attitudes,Attribution Theory,Interaction Process Analysis

The aim of this study is to investigate the sources of conflict between students and teachers, how they are managed, and their effect on students and thus gain insight about student-teacher conflicts. The study is a qualitative one and has been carried out with the method of case study. The method of criterion sampling which is one of the methods of purposeful sampling is used in the qualitative study tradition. Participatory observation technique and semi-structured interviews were used to collect data. The study has shown that the main reasons for the conflict between teachers and their students were the existence of poor and insufficient communication between the parties involved, and teacher dominance in such interactions. It has also shown that inappropriate conflict solving strategies negatively affect the students` psychology, social behaviour as well as their academic success. It is absolutely necessary to manage the teacher student conflict correctly in order to create a positive school climate and to conduct the education process effectively.
Exploring Ethics with Contemporary Communications
Author: Webb, Joyce G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethics,Ethical Instruction,Interpersonal Relationship,Interpersonal Communication,Criteria,Decision Making,Guidelines,Group Discussion,Discourse Analysis

This paper addresses the way in which we should go about introducing ethics into the study of our interpersonal relations in the hope of formulating a foundation upon which to base our theories and analyze our behavior. We should ask ourselves whether there should be different criteria for interpersonal ethics than for ethics in other areas of communication. Is it possible to carry one consistent set of ethical standards into situations which are intrapersonal, interpersonal, or public in nature? Does our personal ethical criterion have to change when we cross business, political, or religious boundaries? Do we include ethics in our communication curriculum to the extent we should in order to create a basis for developing personal ethical standards? Are we incorporating ethics into the interpersonal relations classroom to the extent that such inclusion would affect our interpersonal communication and decision making? The answers to these questions will determine how well those who follow us in future generations learn to interact with each other and whether ethical priorities, guidelines, and boundaries will be developed. The extent to which we are able to incorporate ethical ideas, philosophies, and guidelines in connection to our interpersonal communication theories will influence and determine the strength of our relationships. This article explores the connection of ethics to interpersonal communication, and includes guidelines and considerations for approaching ethics in communication.
Design of Learning Model of Logic and Algorithms Based on APOS Theory
Author: Hartati, Sulis Janu
Date: 2014-06-00
Type: Journal Articles
Subjects: Mathematics,Mathematical Logic,Mathematics Instruction,Outcomes of Education,Foreign Countries,Models,Mathematics Education,Problem Solving,Mathematical Concepts,Equations (Mathematics),Cognitive Structures,Statistical Analysis,Mathematics Achievement,Test Results

This research questions were &quot;how do the characteristics of learning model of logic &amp; algorithm according to APOS theory&quot; and &quot;whether or not these learning model can improve students learning outcomes&quot;. This research was conducted by exploration, and quantitative approach. Exploration used in constructing theory about the characteristic of the learning model of logic and algorithms based on APOS theory. The results showed that characteristics of learning model used APOS theory had achievement map of competency be classified into four levels. They are action; process; object; and scheme. Action is ability to understand concept by using external stimulus. Process is ability to think about the same action based on specific input and output. Object is ability to think about transformation on action and process, so that they can associate between action and process, process and process itself based on a specific output. Scheme is ability to construct relationship of action, process, object, and other concept to solve the problem in making business document. It is proven that mean value is greater than the other. Especially in lesson plan of action and process.
An Assessment of IELTS Speaking Test
Author: Karim, Shahzad
Date: 2014-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Tests,Speech Tests,Test Reliability,Test Validity,Testing Problems

The present study focused on assessing the speaking test of IELTS. The assessment discussed both positive aspects and weaknesses in IELTS speaking module. The researchers had also suggested some possible measures for the improvement in IELTS speaking test and increasing its validity and reliability. The researchers had analysed and assessed IELTS speaking test in the light of both theoretical and practical perspectives presented by experienced researchers in the field of language testing and evaluation. The researchers' major concern in the assessment of IELTS speaking test was to do utmost effort to avoid the element of subjectivity and to present some logical and practical suggestions for improving IELTS speaking test.
Role of Teacher Education in the Achievement of MDGs
Author: Kaur, Amardeep
Date: 2014-06-00
Type: Journal Articles
Subjects: Teacher Education,Foreign Countries,Teacher Educators,Teacher Education Programs,Program Implementation,Enrollment,School Holding Power,Elementary School Students,Educational Quality,Females,Sex Fairness

The Millennium Development Goals (MDGs) which include eight goals have been framed to address the world's major development challenges by 2015. In India, considerable progress has been reported to be made in the field of basic universal education, gender equality in education, economic growth and other human development related aspects. Even though the government has implemented a wide array of programmes, policies, and various schemes to combat these challenges, further intensification of efforts and redesigning of outreach strategies are needed to give momentum to the progress toward achievement of the MDG-2 (Achieve Universal Primary Education) and MDG-3 (Promote Gender Equality).To universalize elementary education, Sarva Shiksha Abhiyan (SSA) is one of the major schemes introduced by the government in 2002. Education Guarantee Scheme (EGS) and Alternative and Innovative Education are the components of SSA. Universal enrolment is one of the specific objectives of SSA. The strategy of implementation of Mid-Day Meal Scheme has also played a role in enhancing the enrolment and retention of the students. To focus on girls' education, several schemes have been incorporated within SSA. National Programmes for Education of Girls at Elementary Level (NPEGEL) and Kasturba Gandhi Balika Vidyalaya Scheme (KGBVS) focus on primary education for girls. In order to achieve this, there is need to ensure sufficient number of schools along with adequately trained teachers for quality instruction and effective functioning of primary education programmes. This is truer in the context of RTE- 2009. Achieving universal schooling requires cent percent enrolment and it also means ensuring that all children continue to attend classes till completion of eight years of schooling (6-14 years) in the near future. Education benefits not only at the individual level but also for the development of country as a whole. Further gender inequality in education has a direct impact on economic growth through lower levels of quality of human capital. In the light of these emergent issues in school education there is need to develop a sense of higher levels of commitment and sincerity among the prospective teachers. The teacher education programmes need to be reoriented to look into the issues related to enrolment and retention of children along with ensuring quality inputs in teaching -learning process. Hence an effort has been made to address to these issues in school education for the effective designing of on-going teacher education programmes to enable the prospective teachers as well as those in schools for effective implementation of different interventionistic programmes.
Data Protection Issues in Higher Education with Technological Advancements
Author: McKelvey, Nigel
Date: 2014-09-00
Type: Journal Articles
Subjects: Higher Education,Information Security,Information Policy,Technological Advancement,Policy Analysis,Case Studies,Educational Legislation,Civil Rights,Information Storage,Information Management,Foreign Countries

Adhering to laws whilst working or studying in an educational establishment is often fraught with challenges. The Irish Data Protection Act 1988 (Amendment 2003) strives to protect the individual where their personal data is potentially being abused. The advancements in technologies have facilitated educational establishments by improving efficiencies and reducing costs. However, this paper will outline the salient features of the said Act and evaluate how well the law adapts with technologies such as cloud computing and biometrics. It will endeavour to align the law with these technologies and offer a critique of areas that are potentially lacking. Cases will be discussed where precedents have been set by the Irish Data Protection Commissioner and as a result, suggestions for a data protection policy for Higher Education will be proposed. Conclusions will draw upon research conducted and suggest whether the law, as it stands, it suitable with the technologies mentioned.
Emotional Intelligence and Teacher Efficacy as Predictors of Teacher Effectiveness among Pre-Service Teachers in Some Nigerian Universities
Author: Adeyemo, D. A.
Date: 2014-06-00
Type: Journal Articles
Subjects: Emotional Intelligence,Teacher Effectiveness,Self Efficacy,Predictor Variables,Preservice Teachers,College Students,Foreign Countries,Questionnaires,Likert Scales,Correlation,Multiple Regression Analysis

Evidence from teacher-effectiveness studies indicates that teacher effectiveness has yielded a wealth of understanding about the impact that teacher ability has on student growth. However, much is yet to be known on some psychological factors that could influence teaching effectiveness particularly among pre-service teachers. The purpose of the present study was to investigate the effect of emotional intelligence, and teacher efficacy, on the teacher effectiveness of pre-service teachers. Two validated instruments (Emotional intelligence scale; teacher efficacy scale) were administered on 300 students randomly selected from two Universities in the South-West region of Nigeria. Data were analysed using Pearson Product Moment Correlation and Multiple regression. The findings of this study demonstrated that emotional intelligence and teacher efficacy had predictive influence on teacher effectiveness. Based on these findings, it is suggested that appropriate strategies and policies for fostering teacher efficacy and emotional intelligence would go a long way in enhancing effective teaching among pre-service teachers.
Perceived Importance of ICT in Preparing Early Childhood Education Teachers for the New Generation Children
Author: Olowe, Peter Kayode
Date: 2014-06-00
Type: Journal Articles
Subjects: Technological Literacy,Preschool Teachers,Early Childhood Education,Teacher Surveys,Student Surveys,Questionnaires,Preservice Teachers,Preservice Teacher Education,Technology Uses in Education,Child Development,Young Children,Foreign Countries

Children of the present age are born into the world that is highly driven by Information and Communication Technology (ICT). They begin to manipulate ICT materials as soon as they grow old enough to manipulate things. There is need therefore to provide ICT-learning experiences that can aid their holistic development. To do this, early childhood professionals must be positive about the roles of ICT in children's development. This study therefore investigated the perception of Early Childhood Education (ECE) lecturers and students on the importance of ICT in preparing ECE teachers for the new generation children. The study adopted the descriptive survey research design. 10 lecturers and 300 students of ECE were purposively selected as sample. One validated questionnaire titled &quot;Questionnaire on Information and Communication Technology&quot; (0.83) was used. Data collected was analysed using percentage, mean and standard deviation. Findings revealed that, using ICT in preparation of ECE teachers can help them to facilitate children's cognitive, physical and social-emotional development, and as well sustain children's interest in learning. Recommendations include training of all Nigerian ECE lecturers in the use of ICT for teaching and learning and equipment of departments of ECE in Nigerian Colleges of Education and Universities with adequate and relevant ICT materials.