ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers' Rooms Environmental Assessment Scale: Development and Psychometric Evaluation
Author: Arslan, Suna
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychometrics,Test Construction,Educational Environment,Factor Analysis,Item Analysis,Test Reliability,Test Validity,Work Environment,Quality of Working Life,Teacher Surveys,Teacher Attitudes,Construct Validity,Rating Scales,Foreign Countries

Teachers' rooms are important parts of educational environments, as the quality of the physical-spatial and psychosocial conditions may affect the personal and occupational developments of teachers as well as the education processes. In Study 1 (n = 245), a Teachers' Rooms-Environmental Assessment Scale (TREAS) measure of the current conditions of teachers' rooms and the determination of the teachers' opinions on such conditions was developed and the initial validity evidence is presented. In Study 2 (n = 443) a confirmatory factor analyses showed support for the scale's two-factor approach. The scale factor conclusions were that the first factor should be labelled &quot;communication&quot;; the second factor labelled 'physical environment' as sub-scales. The internal consistency reliability was 0.95. The corrected item-total correlations ranged from 0.49 to 0.81. All studies of the analysis indicated that TREAS was a valid and reliable measurement for the teacher sample.
Equality? Inclusion? Do They Go Hand-in-Hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs--An Exploratory Study
Author: Avissar, Gilada
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Inclusion,Educational Policy,Policy Formation,Policy Analysis,Special Needs Students,Disabilities,Discourse Analysis,Administrator Attitudes,Semi Structured Interviews,Group Discussion,Questionnaires,Leadership,Content Analysis,Elementary Education,Departments,Mainstreaming,Grounded Theory

Using Critical Discourse Analysis, this study aims to elicit and expose the perceptions and attitudes of different policy makers in leadership positions at the Ministry of Education in Israel with regard to inclusion. The first stage of the research consisted of individual in-depth semi-structured interviews (N = 8). In the second stage the participants (N = 21) responded to a written questionnaire (Perceptions about Inclusive Education-PIE) and then took part in group discussions. The texts of the interviews and the group discussions were analyzed using qualitative measures. The findings point to a sensitive situation, one that is difficult to deal with and creates much disagreement. Although inclusion is the official and unanimously agreed upon policy, the discourse reflects some differences between and within groups of policy makers with regard to several issues: identification of the target population; factors and key figures affecting implementation and teacher training.
Leadership Styles and Teachers' Job Satisfaction in Tanzanian Public Secondary Schools
Author: Nyenyembe, Fabian W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership Styles,Job Satisfaction,Transformational Leadership,Foreign Countries,Correlation,Teacher Attitudes,Questionnaires,School Districts,Secondary School Teachers,Mentors,Teacher Administrator Relationship,Well Being,Likert Scales

This study explores the relationship between leadership styles applied by school heads and teachers' job satisfaction in Tanzanian secondary schools. Using a questionnaire, data in this study was collected from 180 teachers in ten secondary schools in Songea District in Tanzania. The most salient finding of this study revealed that teachers were more satisfied with their job when their school heads work closely with them by mentoring them as well as paying attention to their personal well-beings. This study challenges the relevance of transformational and transactional leadership in Tanzanian schools by suggesting that good leadership encompasses both &quot;transformational&quot; and &quot;transactional&quot; styles.
Occupational Biographical Decisions of U.S. Nursing Professionals for Doing a PhD.--Consequences for the Education in Nursing Science in Germany
Author: Seltrecht, Astrid
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nursing Education,Nurses,Doctoral Programs,Majors (Students),Cross Cultural Studies,Cultural Differences,Career Choice,Adult Education,Interviews,Grounded Theory,Lifelong Learning,Females,Individual Characteristics,Comparative Analysis

In Germany, nursing science has been developing since the early 1990s. Since then it is possible for nursing professionals (partly with, partly without prior 3-year vocational training) to do a bachelor's or master's degree in nursing science at universities of applied sciences. However, to do a Ph.D. they need to change to a university as in Germany only universities hold the right to award doctorates. But German universities have almost no faculties for nursing science so that the doctorate &quot;unavoidably&quot; needs to be done at the faculties for educational science, sociology or psychology, and usually students will achieve the title Doctor of Philosophy. With nursing professionals in the U.S., the situation is completely different: Their occupational biographies show that they have deliberately decided to do their PhD in adult education and not in nursing science. In this paper, as a first step the situation regarding the education system in Germany and the U.S. will be compared. Then the results of the analysis of the occupational biographical decisions will be presented. The concluding discussion will deal with the question what does the result of the analysis means for the German education system, respectively, nursing science in Germany.
Teachers in Film: Inspiration for Autonomous and Transformative Teaching or a Warning against It?
Author: Schwarz-Franco, Orit
Date: 2016-00-00
Type: Journal Articles
Subjects: Films,Film Study,Teacher Characteristics,Change Agents,Transformative Learning,Professional Autonomy,Literary Devices,Stereotypes,Self Concept

Can teachers promote a change? Are teachers free in their work? In the first part of this article I present a theoretical answer to these two questions and show the relation between them, based on the theories of two thinkers. Paulo Freire and Joseph Schwab teach us that teachers are autonomous and that they can lead processes of change in the school system as well as in society. Films about teachers can inspire teachers to dare to use the freedom they have in class and to be promoters of change. On the other hand, the same movies may also instill in teachers doubts regarding their own competence to create change and fears of the outcomes of such a change. In the second part of the article, I raise awareness of the various overt and elusive messages present in movies about teachers, I discuss several examples, and I suggest a few warnings and recommendations regarding how teacher education programs might approach and utilize films about teachers so as to support the teachers' self-image as autonomous and capable of social transformation.
Making the Implicit Explicit: The Grammar of Inferential Reasoning in the Humanities and Social Sciences
Author: Luckett, Kathy
Date: 2016-00-00
Type: Journal Articles
Subjects: Humanities,Social Sciences,Disadvantaged Youth,Inferences,Logical Thinking,Higher Education,Foreign Countries,Social Influences,Epistemology,Figurative Language,History,Language Usage,Student Development

This is a theoretical paper that addresses the challenge of educational access to the Humanities and Social Sciences. It plots a theoretical quest to develop an explicit pedagogy to give &quot;disadvantaged&quot; students in the Humanities ways of working successfully with texts. In doing so it draws on Bernstein, Moore and Maton's work to theorize the nature of knowledge in the Humanities, and also on Brandom's analysis of inferential reasoning. It uses elements of Systemic Functional Linguistics (SFL) to analyse student texts. The empirical work reported on here is work-in-progress and represents no more than an indication of the approach advocated. The approach is illustrated by examples from comprehension exercises designed to promote students' inferential reasoning. Selected findings are presented to illustrate the extent of the challenge entailed in facilitating access to Humanities texts. The paper concludes by suggesting that mastery of ways of working with texts in the Humanities entails attending to the acquisition of both recognition and realization rules for reading and writing.
Predicting Sense of Efficacy and Teachers' Job Satisfaction of Teachers from Their Perceptions of the Decision Participation
Author: Van Dat, Tran
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Effectiveness,Job Satisfaction,Participative Decision Making,Teacher Attitudes,Correlation,Multiple Regression Analysis,Teacher Surveys,Foreign Countries

This study examines the hypothesis that teachers' perceptions of the decision participation may predict their teaching efficacy and job satisfaction. It examines data obtained from 197 secondary school teachers from 6 secondary schools to identify how teachers' perception of the decision participation varies, and the extent to which this predict teaching efficacy and job satisfaction. The results obtained from correlation and multiple regression analyses indicated that decision participation factors are positively related to teaching efficacy and job satisfaction. The findings show that decision participation should be supported to promote teaching efficacy and job satisfaction of teachers in schools.
The Effect of a Listening Education Course on the Listening Behaviors of Prospective Turkish Teachers
Author: Aytan, Talat
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Listening,Education Courses,Pretests Posttests,Listening Skills,Instructional Effectiveness,Statistical Analysis

This study aims to determine the effect of a listening education course on the listening behaviors of prospective Turkish teachers. The participants of the study are 45 prospective teachers who are studying at a state university in Istanbul and taking a listening education course. The study is an experimental study in the model of &quot;one group pre-test-post-test.&quot; The &quot;Listening Skills Scale&quot; course developed by Cihangir Cankaya (2012) was applied to the prospective teachers before taking the course as a pre-test and after taking it as a post-test. According to pre-test results, the &quot;Listening Skills Scale&quot; pre-test average of the prospective teachers was identified as 50.73. Their post-test average was 64.51. The Listening Education course has created an awareness in prospective Turkish teachers of listening types and has increased their levels of sensitivity in using body language. These prospective teachers also now showed a tendency towards avoiding the negative listening behaviors.
Outcomes Assessment and Quality Enhancement through AACSB Business Accreditation: The Case of the University of Bahrain
Author: Al-Khalifa, Lobna Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Schools,Accreditation (Institutions),College Outcomes Assessment,Universities,Educational Quality

Assessment of students learning is a critical component of the accreditation process of the Association to Advance Collegiate Schools of Business (AACSB). There is also a general agreement that the most tangible benefits from AACSB accreditation result from the changes in the internal operations to bring the higher education institutions into compliance with its standards. While AACSB is the most sought after Business accreditation in the Arab region, there is very little written about AACSB accreditation and the challenges facing business colleges in meeting the standards related to outcomes assessment in this region. This paper aims to address this gap in the literature by discussing the case of the College of Business of the University of Bahrain. It considers some of the concerns raised in the existing literature and offers suggestions for other institutions involved in the accreditation process. It also examines the link found between outcomes assessment and quality in higher education as well as the challenges and opportunities of AACSB accreditation for the College of Business of the University of Bahrain.
The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education
Author: Osei, Aboagye Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Education,Prereading Experience,Reading Skills,Reading Achievement,Preschool Children,Randomized Controlled Trials,Pretests Posttests,Games,Foreign Countries,Action Research

Although wealth of empirical researches have covered the impact of crucial, indispensable role reading skills play in the development of individuals' mental faculties through the acquisition of knowledge in a particular language, scientific works on the assessment of the relationship(s) between pre-reading activities (consisting of games, puzzle solving, match making) and reading skills achievement remain depressingly scanty in Ghana. This study in the light of foregoing atmosphere explored how pre-reading activities facilitate pre-reading and reading skills among preschoolers with the use of randomized experimental control groups design which adopted pre and post-test of two classes, as well as observation guides to diagnose the problem of reading among the KG children in the two groups (control and treatment groups). The findings from these experimentations clearly portrayed the significant influence that pre-reading activities exert on the level of preschoolers reading skills achievements. Upon thorough analysis, and discussions predicated on the research outcome, it has been recommended that preschool educators incorporate level-appropriate pre-reading activities to enrich Preschool Education in Ghana.
Teachers' Attitudes toward the Usage of Mobile Devices in EFL Classroom
Author: Dogan, Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: English Teachers,Teacher Attitudes,Handheld Devices,English (Second Language),Second Language Instruction,Teacher Surveys,Barriers,Technology Uses in Education,Private Schools,Public Schools,Universities,Foreign Countries,Statistical Analysis,Electronic Learning,Correlation

Nowadays, technology is developing in a geometrically progressive manner. Its usage in different social areas is an imperative, rather than a choice. As expected, digital devices are applicable in the educational context, as well. Hence, the scope of the present study is to examine attitudes toward mobile learning among English teachers. For this purpose, we conducted a survey with 159 teachers from both state and private schools as well as universities in Turkey. In general, our results showed that teachers have positive attitudes toward the usage of mobile devices in the ESL learning context. However, there is an almost equal number of teachers who use and who do not use mobile devices and other digital contents in their classrooms. In addition, and according to teachers, there were two main obstacles to using mobile devices in teaching processes--lack of training and students' attitudes. On the other hand, the lowest ranked obstacles were school administrations and pedagogical justification.
EFL Learners' Use of Direct Strategies in Competitive and Cooperative Learning Contexts
Author: Zarei, Abbas Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Competition,Cooperative Learning,Adult Students,College Students,Teaching Methods,Second Language Instruction,Learning Strategies,Measures (Individuals),Statistical Analysis,Foreign Countries,Questionnaires

This study investigated the effects of competitive and cooperative teaching techniques on Iranian adult EFL learners' use of direct strategies. To this end, a sample of 88 non-English major university students at Sohrevardi Nonprofit College in Qazvin were assigned to two groups, and each group received instruction under one of the treatment conditions including cooperative and competitive teaching techniques. To collect data, the Persian translation of a modified version of the subsection of Oxford's Strategy Inventory of Language Learning pertaining to direct strategy use was administered before and after the treatment. The obtained data were analyzed using an Analysis of Covariance (ANCOVA) procedure. The result of data analysis showed no significant difference between the effects of competitive and cooperative teaching techniques on direct strategy use of Iranian adult EFL learners. The findings of the present study may have implications for learners, teachers, and syllabus designers.
Enhancing Effective Chemistry Learning through Hypermedia Instructional Mode of Delivery
Author: Abanikannda, Mutahir Oluwafemi
Date: 2016-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Hypermedia,Computer Assisted Instruction,Instructional Effectiveness,Pretests Posttests,Secondary School Students,Secondary School Science,Private Schools,Foreign Countries,Conventional Instruction,Retention (Psychology),Science Achievement,Mixed Methods Research

This study provides a framework for the production of Hypermedia Instructional package. It also assessed the effectiveness of hypermedia instructional mode of delivery on students? performance in Chemistry. This is with a view of improving the learning of Chemistry which may eventually help to improve students? performance. The developmental study employed a pre-test, post-test control group design. The research sample consisted of 60 private secondary school students in Osun State with an enrolment of 30 students from each of the two schools selected. The students were thereafter assigned to experimental and control groups. The stimulus material used for the experimental group was the Hypermedia Instructional Package, while the Control group received instruction with similar content through the conventional method. The test instrument used was Hypermedia Learning Achievement Test (HLAT). Content and face validity of the instrument used was carried out by experts in the area of tests and measurement. The Cronbach?'s alpha reliability coefficient for the HLAT gave a value of 0.72. Data collected were analyzed using descriptive and inferential statistics. Results obtained showed that students exposed to the Hypermedia Instructional Package (HIP) performed significantly better than those exposed to the conventional teaching method (t = 5.458, df = 58, p &lt; 0.05). Results also revealed a significant difference in the retention ability of students in Chemistry between those exposed to the package and those that were not (t = 6.842, df = 58, p &lt;0.05). The study concluded that the use of HIP was an intervention which improved students? performance retention and attitude towards Chemistry.
The Missing Link in Donor Prescribed Educational Reforms: Lack of Ownership (The Case of the World Bank in Ethiopian Higher Education)
Author: Garomssa, Habtamu Diriba
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Higher Education,Banking,International Organizations,Ownership,Educational Policy,Power Structure,Problems,Financial Support

The World Bank (WB) as an international policy transfer and diffusion agent has been actively involved in orchestrating and driving Higher Education (HE) reforms globally. Such impact of the Bank has arguably, been more evident in the context of loan recipient countries. By using a hard mode of influence (financial), and more subtle or soft modes of influence (knowledge based and symbolic), the Bank has been steering the HE system of loan recipient countries, to which Ethiopia is not an exception. The Bank justifies its involvement by illuminating on the capacity deficit that is widely prevalent in borrowing countries. Notwithstanding, the solid expert base the Bank has, this paper contends that, the Bank is not creating sufficient spaces for local actors to collaborate in. Even when the Bank creates avenues to stimulate discussion on proposed reform ideas, such platforms merely serve the purpose of legitimizing the predetermined reforms ideas of the Bank rather than giving national actors a genuine opportunity to critically challenge, the purported reform ideas of the Bank. This has resulted in, among other things; failure to capitalize on the HE expertise of loan recipient countries, the crafting of reforms that do not resonate with borrowing countries context and most importantly, lack of ownership of the proposed reforms and their sustainability. In line with that, this paper argues for a shift in approach from the current strong top-down approach to a balanced approach that gives sufficient spaces and most importantly recognition for bottom up actors, ideas and initiatives.
Effect of Emotional Intelligence and Gender on Job Satisfaction of Primary School Teachers
Author: Singh, Bhagat
Date: 2016-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Gender Differences,Job Satisfaction,Elementary School Teachers,Correlation,Regression (Statistics),Statistical Analysis,Questionnaires

The objective of the study was to find out the effect of EI and gender on job satisfaction of primary school teachers. A total of 300 (150 male and 150 female) primary school teachers were selected randomly for the study. Emotional Intelligence Scale (EIS) and Teachers' Job Satisfaction Scale (TJSS) were used to collect the data. The study found a significant positive relationship between emotional intelligence and job satisfaction. Regression analysis showed that emotional management and emotional maturity significantly predicted the job satisfaction. The results of the two-way ANOVA showed that the interaction effect of gender and EI was not significant. Results also showed that level of EI significantly affected the job satisfaction of primary school teachers. However, there is no significant difference between male and female teachers regarding the level of job satisfaction. There are other factors which affect job satisfaction but the role of EI cannot be neglected. So the level of EI must be taken into consideration in order to select the best teachers.
Preparing Books for Children from Birth through Age Six: A New Children's Reality Approach
Author: Çer, Erkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Books,Childrens Literature,Young Children,World Views,Individual Characteristics,Psychological Patterns,Imagination,Creativity,Emotional Response,Family Influence,Interpersonal Relationship,Self Esteem,Caring,Personal Autonomy,Responsibility,Aesthetics,Interests,Language Skills,Cognitive Ability

Works of literature for children are supposed to give prominence to the child's self. In other words, the level of the works is expected to be appropriate to the characteristics of this demographic. In works of children's literature, the prominence of adults and their worlds along with their ideological, religious, and traditional statements, instead of those of children, indicate that books for children are formed not for children but for adults and their ideologies. This situation reveals an adult's will to shape the child. Merging perceptions, which are unfamiliar to the child's own and pertaining to the adult's world, into books for children may cause a child to take an early step towards adult life. The fact that children find ideologies, behaviors, actions, and senses pertaining to adults' lives, rather than their own, may cause children to feel alienated from their childhoods. Publishing books for children by reflecting perceptions unfamiliar to the children's worlds may cause &quot;adult children&quot; to appear in books for children. This article proposes that works of children's literature should reflect the children's reality. Thus, the child can be an active participant in the process of reading culture.