ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of the Cross-Cultural Traits Influence on the Behavior of Russian and Chinese Students on the Higher Education Products Market
Author: Romanova, Irina M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Mobility,Higher Education,Cultural Traits,Behavior Patterns,Models,Values,Institutional Characteristics,Student Recruitment,Study Abroad,Asians,Foreign Countries,Socialization,Individualism,Emotional Adjustment,Student Attitudes,Likert Scales,Consumer Science,College Students,Cross Cultural Studies,Reputation,Costs,College Choice

Development of academic mobility of students from different countries requires evaluating the influence of their cultural traits on the behavior on the educational products market. The subject of present study is the development of methodic approach towards evaluating the cross-cultural traits influence on students' behavior on the higher education products market. Within the study we developed a model of culture, which reflects the list of cultural values and characteristics of material and institutional values adapted for the educational products market of the universities. We propose a method of constructing a matrix of cross-cultural analysis of the elements, which create the model of culture in the consumers from a certain culture and behavioral traits of students on the higher education market. The developed methodical approach was evaluated on Chinese and Russian students. The results of the study can be used for developing measures for increasing the attractiveness of Russian universities for Chinese consumers.
Experience of Testing Practice-Oriented Educational Model of Pedagogical Master's Program
Author: Shukshina, Tatjana I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Models,Masters Programs,Standards,Teacher Qualifications,Compliance (Legal),Teacher Education,Educational Change,Foreign Countries,Teacher Salaries,Educational Quality,Pedagogical Content Knowledge,Teacher Competencies

The recent changes in the Russian educational regulations have predetermined the search for new conceptual approaches and ways to improve the content and arrangement of pedagogical staff training. More attention is paid to the implementation of the professional standard of a teacher intended to set the etalon of a graduate of a pedagogical higher school, to identify the criteria for the assessment of pedagogues' qualification, to create the basis for their job descriptions and payment system. It is required to check the compliance of the professional standard of a teacher with the current national governmental standards for higher education. The Ministry of Education and Science of the Russian Federation in 2014 began the project for the modernization of pedagogical education with the objective to ensure efficient and good quality educational process aimed to train contemporary pedagogues. In compliance with that project, the modernization of pedagogical education is focused on the development of new models of educational programs for training pedagogues compliant with the global trends of pedagogical professionalization. The objective of this paper is to share the experience of testing a practice-oriented model for training pedagogues within pedagogical master's program. The main method is pedagogical experiment enabling to find the basics of the content and process of pedagogues training, to identify the set of means, methods and conditions of that process arrangement ensuring efficient establishment of professional competences and professional acts of a pedagogue in total constituting the basis of his/her qualification. Independent assessment results on the establishment of professional competences and acts of future pedagogues were submitted. The materials of this paper are of interest for scholars, masters, pedagogues.
Identifying Characteristics of a &quot;Good School&quot; in the British and Saudi Arabian Education Systems
Author: Alzahrani, Saeed Musaid H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,School Administration,Professional Autonomy,Elementary Schools,Comparative Education,School Effectiveness,Administrator Role,Foreign Countries,Administrative Organization,Instructional Leadership,Global Approach,Faculty Development,Educational Facilities,Institutional Mission,Work Environment,Human Resources,Teacher Evaluation

This study aims at establishing whether primary schools in the Saudi education system conform to the characteristics of what are referred to as &quot;good schools&quot; in the British education system. The findings established through this study show that only 43.75% of primary schools in Saudi conform to the characteristics of what are referred to as 'good schools' in Britain. Moreover, it is established that there are more similarities than differences in the roles played by headteachers in these two education systems when it comes to fostering effective schools and developing schools as learning organisations. Nevertheless, it is established that there are more headteachers in British primary schools than in Saudi primary schools who take up roles geared towards fostering effective schools and developing schools as learning organisations. This disparity has been attributed to the fact that in the Saudi education system the role of headteachers is highly regulated and constrained due to the bureaucratic and centralised nature of the country's education system whereas in the British education system headteachers have more autonomy and control over school management. Generally, this study provides invaluable insights that can be used to improve the professional practice of educators. It illuminates different characteristics and roles that can contribute to the realisation of effective schools and schools as learning organisations. It also provides an explicit outlook towards school leadership in the global context. As the world is increasingly becoming globalised, it is crucial for educators to acquaint themselves with how different systems of education function.
When Do Words Promote Analogical Transfer?
Author: Son, Ji Y.
Date: 2010-10-00
Type: Journal Articles
Subjects: Logical Thinking,Relationship,Vocabulary,Transfer of Training,Semantics,Learning,Cues,Undergraduate Students,Perception,Bias,Theories,Statistical Analysis

The purpose of this paper is to explore how and when verbal labels facilitate relational reasoning and transfer. We review the research and theory behind two ways words might direct attention to relational information: (1) words generically invite people to compare and thus highlight relations (the Generic Tokens [GT] hypothesis), and/or (2) words carry semantic cues to common structure (the Cues to Specific Meaning [CSM] hypothesis). Four experiments examined whether learning Signal Detection Theory (SDT) with relational words fostered better transfer than learning without relational words in easily alignable and less alignable situations (testing the GT hypothesis) as well as when the relational words matched and mismatched the semantics of the learning situation (testing the CSM hypothesis). The results of the experiments found support for the GT hypothesis because the presence of relational labels produced better transfer when two situations were alignable. Although the CSM hypothesis does not explain how words facilitate transfer, we found that mismatches between words and their labeled referents can produce a situation where words hinder relational learning.
Comparative Analysis of Microsoft Package (MSP) Competence among Teacher Trainee Students in Botswana and Nigeria: Implications for Curriculum Practices
Author: Ogwu, Edna Nwanyiuzor
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Computer Software,Computer Literacy,Preservice Teachers,Barriers,Statistical Analysis,Questionnaires

Most school curriculum is thwarted at the implementation level as a result of poor utilization of innovative Microsoft packages (MSP) for learning. The purpose of this study therefore is to determine the extent of utilization of innovative MSP for learning between teacher trainee students (TTSs) from Botswana and Nigeria, as well as their hindrances towards usage of these skills. Data was collected from 373 Higher education students' from two institutions in Botswana (193) and Nigeria (180). Descriptive and Inferential statistics were used for data analysis. Results indicate a significant competency difference between Botswana and Nigerian TTSs in various MSP skills, with Botswana being more competent than Nigeria in two MSP skills (MS-Excel &amp; PPT). It also showed that TTSs' from both countries were faced with many challenges ranging from lack of ICT knowledge, technical staff, computers, training, interest, time, and constant power outage among others. Implications for global best practices towards professional growth and development were discussed and recommendations made based on findings.
Degree of Practice of the Concept of Community School from the Perspective of Discovery School Teachers in Amman
Author: Bourshek, Amal Alami
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Schools,Teacher Attitudes,Gender Differences,Teaching Experience,Teacher Qualifications,Questionnaires,Statistical Analysis,Public Schools,Public School Teachers,School Attitudes,School Community Relationship,Likert Scales

The present study aimed to identify the degree of the practice of the concept of community school from the perspective of discovery school teachers in Amman, Amman, and its relationship to the variables of gender, experience and academic qualification. The sample consisted of (342) teachers, and the instrument used in this study is a thirty-six-paragraph questionnaire, where appropriate statistical methods used to analyze data. The study has resulted that the degree of the practice of the concept of community school among teachers of discovery schools was high, medium and low, and there was no statistically significant differences for the degree of practice due to gender and academic qualification, and there were statistically significant differences due to the variable of experience in favor of those teachers of (10) years or more. Based on the results, a number of recommendations have been made, including the adoption of mainstream concept of community school and its activation in all schools, to develop the idea of participation between the school and the community, so as to achieve a positive change reflected upon the level of students' academic achievement, community service and core promotion in extracurricular development through constructive positive activities, to achieve optimizing relationship among the students and the local community members for upgrading an educational environment extended outside the school campus.
Increasing Motivation and Science Learning Achievement through the Implementation of Outdoor Cooperative Learning Model in Class VIII SMP 2 Banguntapan Academic Year 2015/2016
Author: Cahyono, Adi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outdoor Education,Cooperative Learning,Student Motivation,Science Achievement,Science Instruction,Action Research,Instructional Effectiveness,Junior High School Students,Secondary School Science,Questionnaires,Observation,Interviews

Science can be a tool for studying the human and the natural surroundings, both directly and indirectly. The learning process can directly develop the competence to be able to study nature scientifically. Science education is hoped to be more inquiry that helps students gain experience and understand the natural surroundings. This study aims to reveal whether the implementation of outdoor cooperative learning model can improve the learning motivation and science achievement of students of SMP 2 Banguntapan academic year 2015/2016. This study is also used to determine the appropriate action patterns in implementing outdoor cooperative learning model on science lesson. This research is a classroom action research, which puts emphasis on efforts to change the real conditions that exist now towards the expected conditions by four stages: (1) planning, (2) implementation, (3) observation, and (4) reflection. Data were collected through four techniques, namely: test, questionnaires, interviews and classroom observation. The result of the research revealed that the achievement improves from 62.5 on the pre-cycle into 71.56 in cycle 1 and increased to 90.31 in cycle 2. Based on t-test, the achievement between pre cycle to cycle 1 got significance of 0.012, between cycle 1 to cycle 2 got significance of 0.000, between the pre cycle to cycle 2 got significance of 0.000. All show less than 0.05, a significant improvement. Motivation questionnaire result shows that no student has low motivation, 15.625% of the students have medium motivation and 84.375% of students have high motivation, so this study is considered successful in improving students' motivation. Based on data from the achievement in the first cycle to the second cycle that is very significant and the students' satisfaction on learning activities outside the classroom, it can be taken a precise time ratio for the lesson period: preliminary learning : learning outside the classroom in groups (7-8 children at a different place for each group) : a group discussion in the class : closing = 1: 4: 2: 1. A bibliography is included.
What if &quot;Form&quot; Was the Aid? Possible Opportunities for Renewed Neighbourliness in Aid Relationships
Author: Sanga, Kabini
Date: 2016-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Foreign Countries,Interpersonal Relationship,Helping Relationship,Donors,Financial Support,Attitudes,Power Structure,Listening,Consultants,Altruism

For Pacific Islands' peoples, relationships are of enduring importance. Yet, in spite of decades of aid giving and receiving, relationships in Pacific aid communities have predominantly been indifferent. In an era of global challenges, a new Oceania Education aid community is called to journey together to the common good through relational generosity. This call is based on the premise that people relationships constitute the glue that binds communities. The paper offers for consideration, three opportunities for the Oceania Education aid community to explore.
Employment of Active Learning at HEIs in Bangladesh to Improve Education Quality
Author: Chowdhury, Faieza
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Higher Education,Educational Quality,Input Output Analysis,Educational Assessment,Quality Assurance,Qualitative Research,Semi Structured Interviews,Questionnaires,Learning Strategies,Program Implementation,Barriers,Teacher Education,Prior Learning,Class Size,Faculty Workload,Educational Background,Educational Strategies,Teaching Methods,Lecture Method,Cooperative Learning,Audience Response Systems,Role Playing,Educational Games,Puzzles,Learning Activities,Debate,Case Method (Teaching Technique),Brainstorming,Field Trips,Teacher Background,Educational Resources,Teaching Styles

In recent years, education quality and quality assessment have received a great deal of attention at Higher Education Institutions (HEIs) in Bangladesh. Most of the HEIs in Bangladesh face severe resource constraints and find it difficult to improve education quality by improving inputs, such as better infrastructure and modernized classroom facilities. Thus, in response to the present government's demand to improve the quality of education at HEIs in Bangladesh, it is imperative to formulate plans that are more cost-effective. According to some previous studies, the quality of education depends largely on the teaching-learning process. These studies affirm that, with limited resources at hand, the employment of active learning in the classroom is one of the most effective ways to improve education quality. To conduct this qualitative research, we utilized multiple sources of data, including semi-structured and in-depth interviews, descriptive observations and self-administered questionnaires. This paper aims to explore three related issues: What are the various active learning strategies that can be employed by the instructors at HEIs in Bangladesh? What are the potential factors that can hinder the implementation process? Finally, what recommendations can be provided on how to successfully implement active learning strategies in the classroom? The findings suggest that a lack of teacher training and student prior experience in an active learning environment, large class sizes, excessive curriculum loads and students' academic backgrounds are some common factors that can hinder the implementation of active learning in Bangladesh. The findings of this study can be instrumental for HEIs in Bangladesh as they aspire to improve their education quality.
Factors Affecting Gender Equity in the Choice of Science and Technology Careers among Secondary School Students in Edo State, Nigeria
Author: Osagie, Roseline O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Equal Education,Gender Bias,Secondary School Students,Foreign Countries,Questionnaires,Parent Influence,Peer Influence,Social Influences,Cultural Influences,Sex Stereotypes,Science Education,Technology Education,Career Choice,Gender Differences,Case Studies

The study investigated the factors affecting gender equity in science and technology among senior secondary school students. The study was carried out at the University of Benin Demonstration Secondary School in Benin City, Edo State, Nigeria. One hundred and fifty students of average age 15 years in their penultimate year were administered the questionnaires for the study. The data for the study was collected from a survey instrument titled, &quot;Career Determinants.&quot; Analysis of the data revealed that sex, parental, peer influences, social and cultural stereotyping were the major factors affecting gender inequity in the choice of careers in science and technology among secondary school students. Less than 40% of the girls indicated interest in science and technology subjects even though they had the ability. More than sixty-five percent of the boys indicated interest in science and technology subjects even though they were not academically prepared for them. It was therefore suggested that gender equity in science and technology could be fostered by designing a training program in science to build confidence and assertive skills in students at the junior secondary school level. Recommendations were also made that seminars should be conducted for parents and teachers in primary schools to desensitize stereotyping acquired through socialization processes and cultural practices.
Vanuatu Education Policy Post-2015: &quot;Alternative&quot;, Decolonising Processes for &quot;Development&quot;
Author: McCormick, Alexandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Policy,Foreign Countries,Educational Development,Sustainable Development,Government Role,Discourse Analysis,Power Structure,Indigenous Knowledge,Indigenous Populations,Cultural Influences,Cultural Maintenance,Social Change,History,Governance,Partnerships in Education,Policy Analysis

This article is based on ongoing research in Vanuatu and the wider Pacific. It maps multilevel roles that education and development policy actors, and civil societies in particular, have increasingly been playing in official education and development policy activities. Most recently this has been in relation to the &quot;post-2015&quot; agendas and processes that contributed to creating the &quot;sustainable development goals&quot;. I argue that the decolonising discourses of self-reliance that gained traction in national independence movements have maintained emphasis in Vanuatu civil society and government approaches to national education and development policy. In considering these processes, I employ critical discourse analysis to interrogate some implications of current global(-ized) discourses and frameworks for education and development through lenses of decolonising regional histories and dynamic geo-political regional power relations. Dynamic, indigenous kastom beliefs and practices are central to most aspects of life for most ni-Vanuatu people (Regenvanu 2010). They have been a foundation for the recognition and revitalisation of the &quot;traditional economy&quot; and &quot;alternative&quot; visions of development (Malvatumauri National Council of Chiefs 2012). Related aspects of traditional/modern dialectics have long underpinned education and development processes and thinking; their negotiation at the interstices of complex economic, historical, and political changes through multi-level education, governance, and research relationships has been striking. The associated policy relationships are as rich and promising--and as disparate and varied--as those in the field of comparative and international education.
Parents' Participation in Improving the Quality of Elementary School in the City of Malang, East Java, Indonesia
Author: Sumarsono, Raden Bambang
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Elementary Schools,Educational Quality,Educational Improvement,Qualitative Research,Phenomenology,Comparative Analysis,Case Studies,Interviews,Observation

This research aims at describing parents participation in improving the quality of education of elementary schools viewed from the school substance and management. This is a qualitative research using phenomenology approach. The research design employed is comparative multicase involving four elementary schools in Malang city, East java, Indonesia. The choice on the researched schools are based on the recommendation from education office with regard to the school quality. The data collection is done by using in-depth interviews, observation, and document related to the parents participation in improving the quality of elementary school education. The analysis is conducted using flow model involving the stage of individual case analysis using flow model, which is then continued to cross cases data analysis which is done simultaneously. The result of data analysis found that parents participation in improving the quality of education of elementary schools is manifested in the aspects of learning, students affair, facilities and infrastructure, public relations, educational finance, and school personnel.
The Oceanic Researcher and the Search for a Space in Comparative and International Education
Author: Johansson-Fua, Seu'ula
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Education,International Education,Educational Researchers,Philosophy,Cultural Context,Foreign Countries,Theories,Indigenous Knowledge,Educational Research

This paper argues that, despite the increasingly espoused centrality of culture and context to the field of comparative and international education, the voices from within the context remain silent and absent from the literature on comparative and international education. This paper explores the various spaces in which an Oceanic researcher may operate. It draws on Epeli Hau'ofa's Oceanic philosophy and Homi Bhabha's theory of hybridity to begin shaping possible actionable and ethical spaces for Oceanic researchers to explore the future of comparative and international education research for the Pacific.