ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Relationship between School-Based Management, Emotional Intelligence and Performance of Religious Upper Secondary School Principals in Banten Province
Author: Muslihah, Oleh Eneng
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Based Management,Emotional Intelligence,Principals,Administrator Evaluation,Administrator Effectiveness,Statistical Analysis,Correlation,Multiple Regression Analysis,Leadership Styles,Knowledge Level,Multivariate Analysis,Questionnaires

The research examines the correlation between the understanding of school-based management, emotional intelligences and headmaster performance. Data was collected, using quantitative methods. The statistical analysis used was the Pearson Correlation, and multivariate regression analysis. The results of this research suggest firstly that there is significant correlation between understanding of school-based management and principals performance. Secondly, there is a significant correlation between emotional intelligences and principals performance. Thirdly, there is a significant correlation between the understanding of school-based management, emotional intelligence and principals performance.
The Impact of an Assurance System on the Quality of Teaching and Learning--Using the Example of a University in Russia and One of the Universities in Germany
Author: Szymenderski, Peggy
Date: 2015-00-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Technical Education,Universities,Organizational Culture,Foreign Countries,College Faculty,Undergraduate Students,Surveys,Educational Administration,Cross Cultural Studies,Teaching Methods,Educational Improvement,Semi Structured Interviews

In this paper we consider the question of how quality assurance can have a real, positive impact on the quality of teaching and learning at universities, considering the realities of different systems--the system of control and the system of quality culture--in using the example of two universities: the KNITU-KAI in Russia and the TU Dresden in Germany. The study involved 40 lecturers of technical courses and 120 third-year students of technical courses from both universities. The authors put forward a working hypothesis that quality assurance has a positive effect on the quality of teaching and learning if it carries out its informational, motivational and administrative functions. The results have shown that the aforementioned functions are not fulfilled by both universities and a special organizational culture is not the only condition that must be met for effective evaluation efforts. In order to fulfill motivational, informational and administrative functions, it is important as well that the quality assurance system is transparent and that all participants see that the surveyed data and results lead to measures for quality development. It is equally important that all university members participate in the process of quality assurance.
Reflecting on Learner Assessments and Their Validity in the Presence of Emerging Evidence from Neuroscience
Author: Watagodakumbura, Chandana
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Assessment,Student Evaluation,Learning Processes,Neurosciences,Evidence,Abstract Reasoning,Thinking Skills,Semantics,Memory,Decision Making,Creative Thinking,Problem Solving,Brain Hemisphere Functions,Individual Development,Role of Education,Concept Formation,Constructivism (Learning)

We can now get purposefully directed in the way we assess our learners in light of the emergence of evidence from the field of neuroscience. Why higher-order learning or abstract concepts need to be the focus in assessment is elaborated using the knowledge of semantic and episodic memories. With most of our learning identified to be implicit, why we should make use of the constructivist theory in assessing learners becomes quite evident. Why we need to deviate from setting assessment on the basis of veridical decision making and the need incline towards adaptive decision making become evident when we understand that most of our life decisions are adaptive in nature and human beings naturally possess creative instincts. When assessments are used to direct learners to use the frontal lobes, the organ of civilisation, more, the requirement of more carefully designing the timing component of assessment arises. After all, it is important to understand that enhancing learner consciousness and wisdom is key when we understand the prime goal of education is to enhance human development of learners so as to enable them to be better problem solvers.
Development Design Model of Academic Quality Assurance at Private Islamic University Jakarta Indonesia
Author: Suprihatin, Krebet
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Models,Questionnaires,Student Attitudes,Administrator Attitudes,Teacher Attitudes,Outcomes of Education,Scores,Correlation,Islam,Religious Education,Foreign Countries,Private Colleges,High School Students,College Faculty,College Students,Statistical Analysis,Academic Support Services,Evaluation Methods,Course Content

This study aims to evaluate the practice of academic quality assurance in design model based on seven aspects of quality are: curriculum design, teaching and learning, student assessment, student selection, support services, learning resources, and continuous improvement. The design study was conducted in two stages. The first stage is to obtain valid and reliable instrument. The second stage is the actual study of design development and design guarantee academic quality and student satisfaction STAIS Lantaboer, which is an adaptation of the model of quality ISO 9000: 2000, 2008, besides referring to the SERVQUAL model. The study used two sets of research instruments for the purpose of collecting data on the development of model design guarantee academic quality assurance in learning irregular in STAIS Lantaboer. The first is a questionnaire Administrator/Lecturers and students both the questionnaire. The study concluded that: overall, this study revealed that the level of expectations of respondents from administrators, lecturers and students of design quality assurance in STAIS Lantaboer was high for all aspects studied, the level of student learning outcomes in STAIS Lantaboer expectations is high, the level of the existing gap index is simple and the quality is satisfactory, the study found significant differences in the mean scores of the design of quality assurance based on the existing levels of students, the results show a significant relationship between all aspects of quality assurance practices with student satisfaction. Based on this hypothesis, it can be formulated some implications of the findings. Formulation implications emphasis on efforts to enhance the practice of design quality assurance so that student learning outcomes and student satisfaction STAIS Lantaboer can be realized well.
The Understanding of &quot;Concept Study&quot; in Teachers' Professional Learning: A Lived Experience of Complexity Inquiry
Author: Wang, Xiong
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Professional Education,Faculty Development,Concept Teaching,Narration,Phenomenology,Learning Experience,Mathematical Concepts,Problem Solving,Teacher Workshops,Inquiry,Foreign Countries

This paper used narrative to present the author's understanding process of &quot;concept study&quot; in teachers' professional learning. The understanding process was advanced by several questions emerging from the preparation of doing &quot;concept study&quot;. Thus, the several questions and their solutions became the threads of the narrative. The narrative provides not only a lived experiences of the author's understanding the essential meaning of &quot;concept study&quot; in teachers' professional learning but also a process for the action towards the transforming way of knowing for teachers' professional learning.
Multiple-Choice Testing Using Immediate Feedback--Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?
Author: Merrel, Jeremy D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Feedback (Response),Evaluation Methods,Guessing (Tests),Error Correction,Learning Strategies,Scoring Formulas,Accuracy,Educational Practices,Educational Strategies,Testing,Achievement Gains,Achievement Rating,Answer Sheets,Answer Keys

Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT®, Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an incorrect answer, has an opportunity to provide a second response and receive partial credit for a correct second attempt. For a multiple choice question with five possible answers, the IF AT® form covers spaces labeled A through E with a thin opaque film; when the film is scratched away, a star indicates the correct answer. This study was conducted in order to assess learning after an initial incorrect answer. Based on random chance, students should have mathematically a 25% chance of guessing a correct second answer (i.e. 1 of 4 remaining answers on the IF AT® form). Analysis of second responses for 8775 questions on IF AT® forms in 22 classes over 3 years showed that the percent of correct second answers was 44.9%, significantly higher than one might expect from random guessing. This indicates that students learned from an incorrect answer and, possibly by re-reading the problem, were able to demonstrate some level of mastery of the material. This data leads us to conclude that IF AT® forms are useful assessment tools.
The Competence of Junior High School Economic-Social Studies Teachers in Research
Author: Sukidjo
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Studies,Economics Education,Teacher Researchers,Research Skills,Junior High School Students,Questionnaires,Position Papers,Teacher Competency Testing,Teacher Competencies,Teacher Surveys,Age Differences,Academic Rank (Professional),Barriers,Rural Urban Differences,Multivariate Analysis,Foreign Countries

The objective of this study was to determine how different is the competence of between Junior High School Economic-Social Studies teachers in Indonesia, especially Java and outside of Java. The subjects of this study were teachers who participated in Curriculum 2013 dissemination activities carried out by the Directorate of Elementary and Secondary Education, Department of Education and Culture. Respondents were selected by simple random sampling, namely the Junior High School Economic-Social Studies teachers from Java and outside of Java. Instruments used to collect the data were in the form of questionnaires and documents. The data were analyzed using quantitative analysis. Results showed that the ability of teachers in Indonesia for research have not been evenly distributed proportionally. Junior high school teachers who served in Java have the ability to research better than the teacher outside Java. In Java which has a more complete educational facilities, teacher is easier to access books, research reports, experts, and other resources. The research competence of High School Economic-Social Studies teachers in Java have higher levels of competence of theoretical mastery, cognitive ability, and technical ability than teachers in outside of Java.
Trends in Selecting Undergraduate Business Majors &amp; International Enrollment &amp; Expected Salaries
Author: Ozgur, Ceyhun
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Majors (Students),Admission Criteria,Educational Trends,Enrollment Trends,Decision Making,Foreign Students,Asians,Indians,Arabs,Career Choice,Salaries,Education Work Relationship,Questionnaires

The paper begins with a brief review of the literature and how business students choose their major in the U.S. and we list the most popular majors in the U.S. Universities. We also talk about the factors that influenced student's choice. In our next research project, we will not only use a larger sample size but also the sample will come from a few universities to reduce the sampling bias. In this paper, we also talk about changing trends in international students. We talk about the large group of Chinese, Indian, and Arabic students, and we show that with literature and graphical support. In the next section, we analyze one of the up and coming new business majors &quot;Business Analytics&quot; We finish the paper with a discussion of growth of international students both at graduate and undergraduate level, and how we will address the shortcomings of this paper with our next project.
Math Learning Model That Accommodates Cognitive Style to Build Problem-Solving Skills
Author: Warli
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematical Models,Mathematics Instruction,Cognitive Style,Problem Solving,Skill Development,Mathematics Skills,Reflection,Foreign Countries,Syntax,Cooperative Learning,Teaching Methods,Learning Activities,Textbooks,Mathematical Concepts,Concept Formation,Student Attitudes,Mathematics Tests

The purpose of this research is to develop mathematical learning models that accommodate the cognitive styles reflective vs. impulsive students to build problem-solving skills, quality (valid, practical, and effective). To achieve the target would do research development (development research) and method development that consists of five stages, namely (1) the initial assessment phase, (2) design phase, (3) the stage of realization/construction, (4) stage of the test, evaluation and revision, and (5) the stage of implementation. To assess the quality of math learning model that accommodates cognitive styles reflective of the impulsive vs, used criteria valid, practical and effective. For testing the quality of models, conducted trials in SMP country 5 Tuban. Based on the research results obtained mathematical learning models that accommodate the cognitive style consists of 6 phases. The term phase can be interpreted as measures of learning activities. Phase of this model are: (1) introduction, (2) the representation of mathematical concepts through realistic problems, (3) organizing the students in groups based on cognitive style reflective impulsive vs. (4) discussion of problem solving and presentation, (5) a problem-solving exercise (Evaluation), (6) cover.
Using Student Ability and Item Difficulty for Making Defensible Pass/Fail Decisions for Borderline Grades
Author: Shulruf, Boaz
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Pass Fail Grading,Decision Making,Probability,Standard Setting (Scoring),Ability,Predictive Validity,Models,Test Items,Difficulty Level,Item Response Theory

The determination of Pass/Fail decisions over Borderline grades, (i.e., grades which do not clearly distinguish between the competent and incompetent examinees) has been an ongoing challenge for academic institutions. This study utilises the Objective Borderline Method (OBM) to determine examinee ability and item difficulty, and from that reclassifying each Borderline grade as a Pass or Fail. Using the OBM, examinees' Borderline grades from a clinical examination were reclassified into Pass or Fail. The predictive validity of this method was estimated by comparing the examination original and reclassified grades to each other and to subsequent clinical examination results. The new model appeared as more stringent (p&lt;0.0001) than the original decisions. Implications for educators and policy makers are discussed. The OBM2 is found to provide a plausible solution for decision making over borderline grades in non-compensatory assessment systems.
Sensitization Sessions as the Foundation for Training Transformation Activities
Author: Stoloff, Sacha
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Obesity,Consciousness Raising,Health Promotion,Public Health,Life Style,Conditioning,Behavior Change,Health Behavior,Physical Health,Training Methods,Trainers,Sensitivity Training,Change Agents,Program Evaluation,Program Implementation,Information Dissemination,Qualitative Research,Focus Groups,Content Analysis,Educational Objectives,Transformative Learning,Workshops,Interviews

The worldwide rise in obesity makes this the first non-infectious epidemic in human history. The rapid increase is, in fact, influenced more by environment than biology. In an effort to halt the trend, Quebec has launched a major awareness-raising campaign that focuses on healthy environments and targets stakeholders in schools, municipalities, communities and the health sector. The purpose of the present study, then, is to determine how this campaign can promote action towards environments conducive to healthy lifestyles. The theoretical framework is based on planned change. The objectives are to 1) evaluate the quality of awareness-raising methods offered by trainers, and 2) place the impacts of the sessions into perspective. A qualitative approach was prioritized, consisting of two focus groups conducted with 17 trainers. From the standpoint of a healthy environment, sensitization sessions expanded networking, provided a common frame of reference and drove coherent actions for stakeholders involved. As an agent of change, the trainer played a key role in implementing the sessions. The conditions offered encouraged the transition from awareness to information, thereby generating significant results in terms of action. A sensitization session is thus a prerequisite for training transformation activities aimed in innovation.
Predictors of Performance in Introductory Finance: Variables within and beyond the Student's Control
Author: Englander, Fred
Date: 2015-00-00
Type: Journal Articles
Subjects: Predictor Variables,Academic Achievement,Undergraduate Students,Business Administration Education,Money Management,Majors (Students),Regression (Statistics),Least Squares Statistics,Time Management,Study Habits,Homework,Electronic Learning,Accuracy,Attendance,Introductory Courses,Credits,Academic Ability,Comprehension,Gender Differences,Grades (Scholastic)

This study examined variables that are within and beyond the control of students in explaining variations in performance in an introductory finance course. Regression models were utilized to consider whether the variables within the student's control have a greater impact on course performance relative to the variables beyond the student's control. Among the particular variables within the student's control were the student's inclination to procrastinate as evidenced by the relative delay the students exhibited in commencing online homework assignments. Also, separate measures were constructed to examine the effect of the accuracy of the homework submitted and the student's actual completion of those assignments. Class attendance was also considered. The variables largely beyond the control of the student examined in this study were a measure of how far along in the undergraduate program the student had progressed when he/she enrolled in the introductory finance course, a measure of the credit load of the student in the semester when the student took the course, the student's gender, the student's overall academic ability and the relative strength of the student in comprehending quantitative versus verbal concepts. For the three measures of student performance studied, average homework grade, the mid-term exam grade and the final exam grade, all of the relevant variables within the student's control demonstrated some impact on the various measures of performance. There was persuasive evidence that the variables within the student's control were more influential in explaining differences in student performance than the variables beyond the student's control.
Family-School-Professionals Partnerships: An Action Research Program to Enhance the Social, Emotional, and Academic Resilience of Children at Risk
Author: Kourkoutas, Elias
Date: 2015-00-00
Type: Journal Articles
Subjects: Action Research,Resilience (Psychology),Program Evaluation,Intervention,Parent Teacher Cooperation,Parent Attitudes,Teacher Attitudes,Teacher Role,Student Role,Educational Environment,At Risk Students,Inclusion,Program Implementation,Principals,Administrator Attitudes,Interviews,Foreign Countries,Parent Surveys

This paper presents an action research program which was designed to support parents and primary school teachers, with the mediation of school professionals in order to enable them facilitate the school inclusion of at risk students or those with special educational needs. The aims, the organization process, and the implementation of the program, as well as its theoretical and practical aspects/components, are presented. Resilience and inclusive education are the key theoretical frameworks informing this paper. These both advocate parent-teacher-professional partnerships to promote a &quot;holding school environment&quot; and support children with difficulties to avoid exclusion. An action research methodology was chosen in order to set up this program with the aim of enabling teachers and parents to be more &quot;resilient&quot; and &quot;inclusive&quot; towards children with special difficulties. The evaluation of the program showed that teachers and parents viewed this model of intervention very positively and gained significant knowledge of practices related to their respective role.
Teachers' Aides Working in Secondary School Settings: Preparedness and Professional Learning
Author: Gibson, Dianne
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Aides,Disabilities,Paraprofessional School Personnel,Secondary Schools,Questionnaires,Role,Training,Student Needs,Experience

In Victoria, Australia teachers' aides (TAs) are employed to provide support to students with disabilities in accessing their education. The role of the TAs varies within and across school settings. Drawing from the findings of a quantitative study, the purpose of this paper is to develop an understanding of teachers' aides' perceptions of their preparedness to perform 18 student-related tasks within the state secondary school setting in Victoria, Australia. In all, 163 participants completed the on-line questionnaire. The results of the study showed that that in general TAs perceive there are tasks relevant to their roles in supporting students with disabilities; and there are tasks that are not applicable to that role. The TAs in this study considered that they had training that enabled them to effectively perform the listed student related tasks to support students with disabilities in the secondary school environment.