Pedagogy eJournal最新文献

{"title":"Participative Management Practices and Institutional Goal Attainment in Nigerian Universities","authors":"G. O. Omorobi, U. Mbon, Valentine Joseph Owan, J. A. Ekpenyong","doi":"10.20448/801.51.169.177","DOIUrl":"https://doi.org/10.20448/801.51.169.177","url":null,"abstract":"This study evaluated the relationship between participative management practices and institutional goal attainment among Nigerian universities, with University of Calabar in focus. To achieve the purpose of the study, two research questions and two null hypotheses where developed to guide the study. The descriptive survey research design was adopted for the study. The population and sample of the study was one hundred and twenty-two (122) deans of faculties and heads of departments using the census approach. An instrument titled Participative Management Practices and Institutional Goal Attainment Questionnaire (PMPIGAQ) was used for data collection. The instrument was validated by three experts in Higher Education Administration and Measurement and Evaluation. The instrument yielded Cronbach’s reliability alpha ranging from α=.75-86. Data were collected and analyzed through mean, Standard deviation, Pearson Product Moment Correlation Analysis. The results of the study showed that there is a significant relationship between participation in decision making, participation in planning and institutional goal attainment. It was recommended that managers of universities should promote participatory management practices to enhance high morale, commitment and enthusiasm among staff in the pursuit and attainment of institutional goals.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124236529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Causal Effects of Parents’ Schooling on Children’s Schooling in Urban China","authors":"J. Behrman, Yuqing Hu, Junsen Zhang","doi":"10.2139/ssrn.3529487","DOIUrl":"https://doi.org/10.2139/ssrn.3529487","url":null,"abstract":"Parental schooling is widely thought to improve child outcomes. But most studies on parental-child relations are associative, without control for estimation problems, such as unobserved intergenerationally-correlated endowments, if causality is of interest. The few exceptions are relatively recent studies that focus on high-income countries (HICs), with their much different contexts than the low- and middle-income countries (LMICs) in which the vast majority of children globally are growing up. This paper estimates the causal (conditional on the assumptions for the model) relationships between parents’ schooling and their children’s schooling in the most populous LMIC, using adult identical (monozygotic, MZ) twins data from urban China. Our ordinary least-squares estimates show that one-year increases in maternal and parental schooling are associated, respectively, with 0.4 and 0.5 more years of children’s schooling. However, if we control for genetic and other endowment effects by using within-MZ fixed effects, the results indicate that mothers’ and fathers’ schooling have no significant effects on children’s schooling. Our main results remain with various robustness checks, including controlling for measurement error. These results suggest that the positive associations between children’s and parents’ schooling in standard cross-sectional estimates in this major LMIC are mainly due to the correlation between parents’ unobserved endowments and their schooling and not the effects of their schooling per se.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125163816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Work-Ready Graduates: The Role of Co-Op Programs in Labour Market Success","authors":"Rosalie Wyonch","doi":"10.2139/ssrn.3520206","DOIUrl":"https://doi.org/10.2139/ssrn.3520206","url":null,"abstract":"Adapting to the labour market after post-secondary education and finding a job that matches graduates’ skills, while providing a good standard of living, can be a daunting challenge for new graduates.This Commentary investigates whether work-integrated learning (specifically co-op programs) results in higher incomes or other benefits after graduation.It provides an analysis of National Graduate Survey (2013) data to determine (i) the returns to participation in co-op for different fields of study at both the college and university levels, (ii) differential outcomes based on individual characteristics, and (iii) the effects associated with non-monetary success in the labor market. Estimates suggest that co-op programs have significant benefits for participants in the form of eased transition to the labor market and higher incomes after graduation and that they may play a role in overcoming wage gaps associated with bias toward individual characteristics (race, gender, immigration status). Overall,participating in co-op generally appears to be beneficial for graduates’ incomes – three years after graduation co-op participants have incomes about $2,000 to $4,000 higher than non-participants. At the college level, participating in co-op does not necessarily lead to higher incomes after graduation across all fields of study.There are, however, significant benefits to participating in co-op at the college level in science and engineering programs. Aggregate results, however,do not capture underlying and important differences in the effects associated with participating in co-op programs that depend on individuals’ characteristics and chosen fields of study. The estimated effect of participating in co-op programs differs for women, visible minorities and immigrants, relative to Canadian men. For visible minority and immigrant university graduates, participation in co-op programs is associated with similar incomes to white-male co-op participants. Female co-op program participants that graduated from university received wages similar to male peers that did not participate. Immigrants, women and visible minority individuals that participated in co-op were more likely to be employed full time than non-participants with similar characteristics.Women,unfortunately, tend to receive lower benefits than men from participating in co-op programs in terms of income,getting a first job related to their field of study, or securing a permanent position. Together, these results highlight that co-op programs and work-integrated learning more generally might have a role in reducing wage and employment gaps traditionally associated with bias toward individual characteristics. Government policymakers and educational institutions should continue their support for expanding the programs so they are accessible to more students. At present, co-op programs in arts,education and social science do not appear to be as beneficial as the programs in STEM subjects. While co-ops are ","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121806035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency Assessment and Grading in Higher Education","authors":"M. SureshKumarP., Sreeramana Aithal","doi":"10.5281/ZENODO.3648182","DOIUrl":"https://doi.org/10.5281/ZENODO.3648182","url":null,"abstract":"Higher education aims to develop quality and competent professionals who would be economically productive and contribute to society.  Here comes the question of how fit are they? Are our passing out graduates ready to take up and perform jobs successfully?  Is the present education equipping them for that? What should be the assessment of a graduate be based on? Higher education aims to impart competency to the learners and generally the presumption is that those who undergo higher education have acquired the desired level of competence. Examination and assessment are key indicators for measuring the performance of a graduate in the widely prevailing credit-based education system.  The credit-based system in higher education is developed on the foundation that the grades which a student has secured by way of assessment and evaluation speak what the student has earned by way of education. But the question is how to measure the competency among the graduates who pass out. Various indicators are available in Competency-Based Education System (CBES), most important among them is Employability. Employability is the capacity to take up and perform the job independently with relative ease and little support. This paper attempts to outline the major factors contributing to competency, their objectives, and outcome. Our competency measurement model suggests various performance indicators which lead to measurable parameters that directly give an idea to judge how successful a person would be in a given job. An attempt has also been made to predict performance in a job situation by judging competency level performance indicators in select categories of jobs.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130786203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efficacy of the Alabama Math, Science, Technology Initiative (AMSTI) on Math, Science, and Reading Achievement: A Report of a Quasi-Experiment in Alabama","authors":"Valeriy Lazarev, Adam M. Schellinger, Jenna Zacamy, Denis Newman","doi":"10.2139/ssrn.3736971","DOIUrl":"https://doi.org/10.2139/ssrn.3736971","url":null,"abstract":"This report provided the AMSTI team with the school sites we identified as having the most successful AMSTI outcomes for ELL students. Their further investigation of these schools, referred to as model AMSTI ELL schools, should provide key information for tailoring AMSTI training to support all learners. <br><br>This study replicated the results of the 2012 study by finding a positive impact of AMSTI for students on the ACT Aspire reading assessment equivalent to 2 percentile points. This analysis used students of AMSTI-trained science teachers, as the training purposely integrates reading and writing practices into the science modules.<br><br>We also investigated the impact of AMSTI on early-career teachers, and found positive impacts of AMSTI for partially-trained math teachers and fully-trained science teachers. The sample of teachers for this analysis was those in their first three years of teaching with varying levels of AMSTI training.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121849315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivational Techniques for Teaching: Prophetic Model","authors":"Muhammad Tahir, Salih Yucel","doi":"10.2139/ssrn.3496537","DOIUrl":"https://doi.org/10.2139/ssrn.3496537","url":null,"abstract":"In recent years, teaching has become a challenging activity due to modernization and globalization. Teachers exercise a variety of modern motivational techniques to deliver knowledge in educational institutes. Motivation is considered a central key in the process of teaching and learning. The present study aims to explore pedagogical motivational techniques used and lived by the Prophet Muhammad (pbuh stands for peace be upon him) for teaching and education. Essentially, the personality of the Prophet (pbuh) was a pinnacle of teaching philosophy and educating. The present study is articulated employing an analytical review of some authentic traditions of the Prophet (pbuh) to address these motivational techniques. The findings reveal that his motivational techniques for teaching and educating are likely to use in the promotion of appropriate teaching and learning. The Prophet?s motivation methodology is monotheistic centric (tawhidi centric) with a high goal by addressing to the heart, mind and soul. It is in the peak level of perfection (ihsan). With applying such methodology, he made the most primitive and illiterate of peoples into the masters and teachers of the world in 23 years. Adhering to Prophetic motivational techniques for teaching and educating, teachers may play a more useful role in educational institutes. Overall, this study serves as a gateway for Muslim teachers and instructors to be effective in teaching and educating activities as well as researchers, educationists, and scholars to be motivated in exploring the personality of the Prophet (pbuh) as a universal teacher and educator.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116093106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Authentic Are Our Examination Results? Investigating Causality in Cheating Behaviours and Moral Reasoning Among Ghanaian Senior High School Students","authors":"A. Edwards","doi":"10.31014/aior.1993.02.04.101","DOIUrl":"https://doi.org/10.31014/aior.1993.02.04.101","url":null,"abstract":"This was a causal comparative study to investigate the causality of ‘ex post-facto’ variables: moral reasoning (MR) and cheating behaviour (CB) and their associational effect on the authenticity of examination results among Senior High School (SHS) students (N=2,520). Two different data sets were derived from a survey questionnaire with one MR scenario, and archival WASSCE results of four schools were used to answer four research questions and three null hypotheses raised. Multiple statistical tests of differences including cross tabulations, Chi square, independent sample t-test, and ANOVA were used for analyses focusing on gender and school categories. Differences in MR showed statistical significance among gender [t(2510)=4.83, p=0.00)] and school categories [F(3, 2510)=21.88, p=0.00]. Both positive and negative correlations were rather very low, (ranging between R=0.02 and -0.02). Two of the null hypotheses were rejected at alpha (p=0.05). Four recommendations were put forward for the Ghana’s education system and WAEC the examination authority. Also, practical and policy implications are discussed. Thus, CB was found to have a cause-effect on the authenticity of examination results. But MR levels of SHS students are not solely responsible for CB; rather the schools’ culture of offering ‘helping hands’ creates opportunities for students to cheat at examinations.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125418437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Vocabulary Knowledge on the Reading Comprehension of Saudi EFL Learners","authors":"F. Al-Khasawneh","doi":"10.17323/jle.2019.8822","DOIUrl":"https://doi.org/10.17323/jle.2019.8822","url":null,"abstract":"Vocabulary knowledge is the building block of learning a second language and the degree of success for learning any language depends on the amount of vocabulary a learner possesses. Vocabulary knowledge contributes to mastering language skills (reading, listening, writing, and speaking). Therefore, the present study aims at determining the role of vocabulary size in reading comprehension among Saudi EFL learners. The participants of this study included 64 male students who studied at the first level in the academic year 2018/2019 at King Khalid University. Both the Vocabulary Size Test developed by (Schmitt et al.) and reading comprehension test taken from the TOEFL preparation manual were used to collect the necessary data for the study. The results of the study revealed that the overall vocabulary size of Saudi EFL learners was 2025 word families. This amount helps students to comprehend 90% of written texts as pointed out by many researchers in this field. The results also showed a significant relationship between vocabulary size and reading comprehension. Vocabulary knowledge is an important predictor for comprehending written texts. The study provides some implications for educational stakeholders such as putting more emphasis on teaching vocabulary and using different teaching strategies that assist in the acquisition of vocabulary in general and academic vocabulary in particular. \u0000Keywords: vocabulary knowledge; vocabulary depth; vocabulary breadth; reading comprehension; Saudi EFL learners.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133463356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains","authors":"Jennifer Bown, Laura Smith, E. Talalakina","doi":"10.17323/jle.2019.8953","DOIUrl":"https://doi.org/10.17323/jle.2019.8953","url":null,"abstract":"In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123331971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Literacy: From the Perspective of Text and Discourse Theory","authors":"D. McNamara, Rod D. Roscoe, L. Allen, R. Balyan, Kathryn S. McCarthy","doi":"10.17323/jle.2019.10196","DOIUrl":"https://doi.org/10.17323/jle.2019.10196","url":null,"abstract":"Literacy is a critically important and contemporary issue for educators, scientists, and politicians. Efforts to overcome the challenges associated with illiteracy, and the subsequent development of literate societies, are closely related to those of poverty reduction and sustainable human development. In this paper, the authors examine literacy from the lens of text and discourse theorists who focus on the higher-order comprehension processes involved in literacy. Discourse processing models make the assumption that comprehension emerges from the construction of a mental model of the text, which relies on the reader generating inferences to connect ideas within the text and to what the reader already knows. The article provides a broad overview of the theoretical models that drive research on text comprehension and production, as well as how this research shapes literacy instruction and effective interventions. The authors focus on two interventions with proven success in improving deep comprehension and writing, iSTART and the Writing Pal. Increasing literacy across the world call for a greater focus on theory driven strategy interventions to be integrated within classrooms and community at large.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126502787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}