ethanporcaro/eric-fulltext-meta huggingface dataset:
Parental Choice and Learner Achievement in Primary Education in Rachuonyo Sub County, Kenya: Focusing on Quality of Education
Author: Oyier, Charles Richard
Date: 2015-00-00
Type: Journal Articles
Subjects: Access to Education,Educational Quality,Parent Attitudes,School Choice,Elementary School Students,Sampling,Administrator Attitudes,Statistical Analysis,Questionnaires,Interviews,School Safety,Educational Environment,Decision Making,Social Environment,Qualitative Research,Counties,Foreign Countries

Kenyan government launched Free Primary Education (FPE) in 2003 to make schooling affordable to all parents, but less attention has been paid to the quality assurance and equity of the education system. Studies have indicated that the FPE policy sacrificed the quality of education and this led to parents avoiding FPE offered in primary schools and take their children to private schools which are considered costly. This study adopted descriptive survey design to as the research design. Rational comprehensive model theory was used which aims at discussing personal factors influencing parental choice for primary education schools in Rachuonyo Sub-County, Homabay County, Kenya. The target population for this study was 5269 parents and 198 head teachers out of which 240 respondents were sampled through stratified random sampling. Questionnaires and interview schedules were used as the main data collection tools. Validity and reliability was ascertained by the internal consistency and piloting. The quantitative data was analyzed using data analysis matrix while the qualitative data was analyzed through thematic analysis. The findings showed that the parents had great interest on healthy environments; school safety, social atmosphere and convenience are greatly considered by parents when making decision on schools for children. The findings of the study are that learning environment, school safety, social atmosphere and convenience all influence parental choice for primary schools in Rachuonyo South Sub County. Learning environment scores a mean of 3.1397; school safety, 3.4525; social atmosphere, 3.0782; and convenience 3.1285.
The Role of Education in Upholding the Development of Human Rights Regimes: The Case of the Palestinian Universities
Author: Shuibat, Mohammad
Date: 2015-00-00
Type: Journal Articles
Subjects: Role of Education,Civil Rights,Universities,Foreign Countries,Philosophy,Moral Values,Educational History,Conflict,Empowerment

This paper presents a historical background of the Palestinian education. It outlines a theoretical basis for the development of Human Rights Regimes. The paper tackles the views of some philosophers like Hobbes, Locke, Rousseau and Kant who laid down the foundations for the development of Human Rights Regimes. The paper illustrates that Human Rights grounded in the oldest European civilizations such as in Greek philosophy and in Roman moral and legal thought. Moreover, the paper shows how natural law, social contract, civil constitution and natural rights provide a solid grounding and justification for the development of Human Rights Regimes. After that, the paper tackles the role of education in upholding Human Rights, its approaches, its goals and objectives. The case of the Palestinian universities regarding this matter is also presented.
Satisfaction of Preparatory Year Students with University Services
Author: Alghamdi, Omear S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Geographic Location,Gender Differences,Predictor Variables,Student Satisfaction,Statistical Analysis,Questionnaires,Developmental Programs,Academic Support Services,Student Personnel Services,Teaching Methods,Institutional Characteristics,Delivery Systems,Foreign Countries

This study is aimed at evaluating the level of satisfaction of preparatory year students at Al-Baha University with the academic and non-academic services they receive, and determining whether there were any differences in student satisfaction on the basis of personal variables (gender, college, distance). This research used quantitative descriptive approach. To collect study data, a questionnaire consisting of fifty items within seven prime satisfaction dimensions was used. They were distributed to a stratified random sample of 350-strong regular students in the preparatory year for the academic year 2014-2015. Using appropriate statistical methods, the results of the study showed an average level of satisfaction of preparatory year students with student services they receive, and the results revealed statistically significant differences in the level of student satisfaction attributed to the variable distance between the university and housing. According to the results, the study provided a set of recommendations aimed at developing the student services and meeting the expectations of students in order to achieve quality in the inputs and outputs of the university.
Perspectives of Using Internet on the Scientific Research among the Postgraduate Students at the University of Khartoum-Sudan
Author: Al Hassan, Esam Idress K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Research,Internet,Mass Media Use,Graduate Surveys,Questionnaires,Usability,Barriers,Student Surveys,Student Attitudes,Student Research,Graduate Students

The purpose of this study was to identify the perspectives of using Internet on the scientific research among the Postgraduate Students at the University of Khartoum. The researcher used the descriptive analytical method, the population consisted of all Postgraduate students at the University of Khartoum (Master &amp; Ph.D.), registered during the year 2014. Of 3189 students; selected the stratified random sample totaling 441 students to represent four councils specialized in university, which represented 14% of the population. Five questions and two null hypotheses were formulated. The questionnaire was designed for data collection was analysed by using SPSS, following the appropriate statistical methods: Percentage, Arithmetic mean, Standard deviation, one group t-Test and ANOVA. A number of findings were reached the most important are: The Postgraduate students use the Internet largely as a principal source for research information; the first scientific Council is the Basic &amp; Engineering studies with average of (65.3), then Medical &amp; Health Studies, average (65), Humanities &amp; Educational Studies average (62.73), finally, Agricultural &amp; Veterinary Studies with average (61.75). Postgraduate students facing many obstacles when using the Internet for scientific research, including: Most references on the Internet in English langue, the possibility of penetration the scientific sites and e-mails and technical problems. No statistically significant differences to the Postgraduate students in the use of the Internet to collect information due to the type of registered degree.&quot;
Discourse Analysis of Science Teachers Talk as a Self-Reflective Tool for Promoting Effective NOS Teaching
Author: Piliouras, Panagiotis
Date: 2015-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Science Teachers,Scientific Principles,Teaching Methods,Science Instruction,Instructional Effectiveness,Reflective Teaching,Reflection,Transformative Learning,Educational Research,Teacher Education,Critical Thinking,Elementary Secondary Education,Case Studies,Action Research,Foreign Countries

Teaching the Nature of Science (NOS) in elementary schools and in higher education institutions has become the focus of the science education research community because there is a need to redefine teaching methods and practices. Studies have shown that elementary teachers' views and attitudes towards teaching the NOS are not always compatible with the current acceptable theoretical framework identified by the research community. Researchers and scholars have proposed a variety of approaches in pre-service and in-service teacher training so that teachers change their beliefs, views and attitudes towards teaching the NOS. Amongst these there are two major trends, the implicit and explicit training approaches. Literature review has shown that the later is relatively more effective. Our proposal concerns the use of an explicit strategy to enable teachers analyse their own discourses in cooperation with researchers and reflect on their own views on aspects concerning teaching the NOS. The proposal is based on the assumption that the critical reflection on the ways people construct meanings may enable the exploration of alternative ways to communicate actions during science lessons. An empirical example of this discourse analysis oriented in explicit approach is presented and a proposal of possible series of discourse analysis oriented in actions for promoting more effective NOS teaching is discussed.
Transforming Nigerian Youth Leadership Capacities in Secondary Schools through Principals&apos; Managerial Role Effectiveness
Author: Edet, Aniefiok Oswald
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Youth Leaders,Leadership Training,Principals,Questionnaires,Administrator Effectiveness,Administrator Role,Gender Differences,Public Schools,Private Schools,Likert Scales,Hypothesis Testing,Administrator Surveys,School Effectiveness,Statistical Analysis

The study examined principals' management role effectiveness of secondary schools for youth leadership in Calabar Education Zone of Cross River State. The study employed survey research design. The target population comprised all 158 principals in both public and private secondary schools in the study area. The sample selected through random sampling technique consisted of 35 public and 35 private secondary schools principals, bringing it to a total of 70. Three research hypotheses were formulated to guide the study. Data were collected through questionnaire titled: Principals Management Role Effectiveness Questionnaire (PMREQ). They were tested at 0.05 level of significance using independent t-test and Pearson Product Moment Correlation Coefficient statistical technique. Result obtained indicated that there was no significant difference between the male and female principals as well as public and private schools principals in their role effectiveness for youth leadership. Hypothesis three revealed a significant relationship between principal's administrative competence and the development of effective leadership role among secondary school students in Calabar Education Zone of Cross River State. The study concluded that principals' management role effectiveness could be a veritable tool for transforming youth leadership capacities. It therefore suggested that induction courses for principals on management strategies should be organized regularly. Furthermore, funding of institutions should be practicalized to ease managerial stress from principals.
Collaborative Action Research in the Context of Developmental Work Research: A Methodological Approach for Science Teachers&apos; Professional Development
Author: Piliouras, Panagiotis
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Science Teachers,Faculty Development,Case Studies,Developmental Continuity,Teacher Student Relationship,Science Instruction,Classroom Communication,Teacher Researchers,Teacher Collaboration,Educational Strategies,Training Methods,Discourse Analysis,Teaching Methods,Elementary Secondary Education,Foreign Countries

The paper refers to the theoretical establishment and brief presentation of collaborative action research with the characteristics of &quot;developmental work research&quot; as an effective methodological approach so that science teachers develop themselves professionally. A specific case study is presented, in which we aimed to transform the basically monologic discourse of teacher-pupil interactions to a more collaborative, investigative one by engaging teachers-researchers in the analysis of their own discourse practices. The engagement of teachers-researchers in collaborative action research and, more specifically, in the analysis of their own discourse and the way they worked with, collaborated with and guided their pupils in science lessons proved to be an educationally creative, effective process in their training. The study and analysis of the data, which took place after the active participation of the teachers-researchers, showed that that teachers and pupils can develop desired, collaborative, dialogic skills and meta-skills on the basis of utilizing certain strategies. The most significant strategy, which was utilized during collaborative action research, was discourse analysis not only as a study tool of social school reality but also as a training, reflective, meta-didactic tool.
Early Childhood Education and Care Policy in England under the Coalition Government
Author: Lloyd, Eva
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Child Care,Educational Policy,Social Services,Alignment (Education),Policy Formation,Governance,Educational Administration,Educational Practices,Politics of Education,Educational Objectives,Educational Principles

This paper reviews developments in policy on early childhood education and care--early years--under the Coalition Government in England. Three factors came to define the Coalition's performance and record in this area: ambivalence about the rationales for the two areas of early education and childcare; a disconnect between early years and other social welfare policy approaches; and the dominant influence on policy of a political belief in market operations as the favoured delivery model for early years services. Successive early years policy documents also reflected the Coalition's shifting position on young children's rights and interests in relation to early childhood education and care (ECEC).
Socio-Economic Inequalities in English Schooling under the Coalition Government 2010-15
Author: Lupton, Ruth
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Influences,Educational Policy,Educational Finance,Funding Formulas,Expenditure per Student,Outcomes of Education,Trend Analysis,Disadvantaged,Achievement Gap,Social Change,Public Policy,Policy Analysis,Politics of Education,Elementary Secondary Education

The reduction of socio-economic inequalities in school outcomes was a major priority of the Coalition Government in England from 2010-15. In this paper we examine the Coalition's policies and spending, including an analysis of the distributional effect of its pupil premium policy. We also look at trends in outcomes up to 2014. We find that although the pupil premium had a modest overall effect of distributing more money to schools with poorer intakes, this was nested within a wider set of policies which have disadvantaged low income families and children, and that there is evidence of socio-economic gaps widening on some indicators.
British Values and British Identity: Muddles, Mixtures, and Ways Ahead
Author: Richardson, Robin
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Values,Educational Policy,Politics of Education,Cultural Pluralism,Terrorism,Islam,Criticism,Resistance to Change,Change Strategies,National Standards,Nationalism,Elementary Secondary Education,Higher Education,Educational Administration,Educational Practices

In the final eleven months of its five-year term, the Coalition Government placed much emphasis in the education system on what it called fundamental British values (FBV). The phrase had its origins in counter-terrorism strategies that were of dubious validity both conceptually and operationally, and the trigger for its introduction into the education system (the so-called Trojan Horse letter in Birmingham) was a malicious forgery. Nevertheless the active promotion of FBV became a legal or quasi-legal requirement, was zealously inspected by Ofsted under instructions from the secretary of state, and was complemented and reinforced by new requirements under counter-terrorism and security legislation. Much damage appears to have been done already in schools and universities and more damage is likely. Much critical, corrective, and restorative work therefore needs now to be done. For restorative work to be effective a range of measures is needed: substantial discussion and clarification through dialogue; greater respect for the professional experience and insights of teachers and subject communities, particularly in the fields of citizenship education, history teaching, religious education, and spiritual, moral, social, and cultural (SMSC) development; greater trust and cooperation, both nationally and at local levels, between Muslim and nonMuslim organizations and communities; greater attention to Islamic values, wisdom, and pedagogy in the field of education; renewed emphasis on the role of Her Majesty's Inspectorate as a critical friend who identifies, commends, and promotes good practice; and much higher levels of due regard for the values enshrined in equalities legislation.
Education Policy and Governance in England under the Coalition Government (2010-15): Academies, the Pupil Premium, and Free Early Education
Author: West, Anne
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Governance,Politics of Education,Government Role,Educational Finance,Local Government,Power Structure,Early Childhood Education,Centralization,Commercialization,Government (Administrative Body),Educational Change,Educational History,Elementary Secondary Education

This paper explores the governance of school-based and early education in England under the Conservative-Liberal Democrat Coalition Government (2010-15). It draws on three prominent Coalition policy areas--the academies programme, the pupil premium, and free part-time early education--and focuses on changes to the role played by central government in governance; in so doing, it also makes contrasts with Wales and Scotland. An analysis of the funding and regulatory framework reveals that the role of central government in England increased under the Coalition Government and that of local government declined. These changes to governance have served to centralize power on the one hand, and to facilitate and sustain markets in school-based and free early education on the other; the same cannot be said of governance in either Scotland or Wales, where democratically elected local government continues to play a highly significant role.
Fees, Fairness and the National Scholarship Programme: Higher Education Policy in England and the Coalition Government
Author: Carasso, Helen
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Policy,Politics of Education,Educational Finance,Student Financial Aid,Student Costs,Scholarships,Undergraduate Students

Conservative and Liberal Democrat policies for higher education funding in the 2010 general election campaign offered voters a stark choice--with one party willing to consider raising the cap on undergraduate fees, while the other publicly committed to removing any student contribution. It is not surprising therefore that this was an area in which they found it impossible to agree a firm position as part of their coalition agreement (Cabinet Office, 2010). When parliament later voted on higher education funding, the view of the larger party prevailed and the cap on fees almost trebled to £9,000. The Liberal Democrat Deputy Prime Minister took responsibility for launching a National Scholarship Programme (NSP), providing financial support to undergraduates from lower-income backgrounds, to be introduced at the same time as the increase in fees. While this may have offered limited political credibility to his party, the structure of the scheme was criticized from the outset, and it ceased to operate after just three cohorts of students. This paper identifies the political and policy drivers behind the NSP. It explores the need for compromise in the context of the Coalition Government and the drive to embed a dimension of &quot;fairness&quot; into policy change. From an analysis of the NSP's implementation, evolution, and ultimate closure, we consider the extent to which fairness can, and cannot, successfully be promoted through the design of undergraduate fees and financial support, an objective that was espoused by politicians responsible for the introduction of £1,000, £3,000 and, ultimately, £9,000 fees.
Policy on the Primary Curriculum since 2010: The Demise of the Expert View
Author: Brundrett, Mark
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Curriculum,Educational Policy,Expertise,Curriculum Evaluation,Curriculum Development,National Curriculum,Higher Education,Best Practices,Social Justice,Holistic Approach

This paper focuses on the review and subsequent revision of the primary curriculum that took place between 2010 and 2014. Three central contentions are made about the review process: (1) it ignored the need for dialogue and consensus among the various parties that make up the delicate and interlocking set of relationships in the English education system; (2) it at first purported to integrate the views of higher education and then ignored, marginalized, and dismissed them; and (3) despite claiming to be based on best practice in other &quot;jurisdictions&quot;, it failed to take account of alternative views about approaches to curriculum innovation and instead focused on a limited and instrumentalist view that was treated as being uncontestable.
More Fragmented, and yet More Networked: Analysing the Responses of Two Local Authorities in England to the Coalition&apos;s &quot;Self-Improving School-Led System&quot; Reforms
Author: Greany, Toby
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,School Districts,Educational Change,Politics of Education,Case Studies,Educational Policy,Role,Accountability,Educational Finance,Partnerships in Education,Elementary Secondary Education,School District Autonomy,Educational Improvement

This paper explores school reform in England under the Conservative-led Coalition government, elected in 2010, through a focus on the changing roles and status of Local Authorities (LAs). The Coalition's stated aim was the development of a &quot;self-improving, school-led&quot; system in which LAs should become &quot;champions for children.&quot; The paper draws on two locality case studies and a set of future scenarios and policy narratives to analyse the ways in which LAs and school leaders are responding to reform. The paper concludes that the Coalition focused its attention on structural reform, but that this placed an additional onus on leadership agency within local school systems to shape contextually appropriate solutions. The schools in the two areas studied appear to have become more fragmented and yet--paradoxically--more networked; however, they are not yet working in the &quot;deep partnerships&quot; envisaged by Hargreaves (2010). This has meant that the LAs have needed to sustain their traditional roles (for example, in providing challenge and support to schools), whilst simultaneously evolving new ways of working (for example, providing &quot;bridging social capital&quot;). These roles may sometimes be in tension, but are driven by different factors: LA-level accountability in the case of challenge and support, and reduced funding in the case of &quot;bridging social capital.&quot; This suggests that the Coalition's conflicting policy narratives were in tension and that the notion of LAs as 'champions for children' requires review.