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Collapse <span class="m110 colortj mt20 fontw700">Volume 10 (2022)</span>Volume 10 (2022)
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Collapse <span class="m110 colortj mt20 fontw700">Volume 6 (2018)</span>Volume 6 (2018)
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Collapse <span class="m110 colortj mt20 fontw700">Volume 2 (2014)</span>Volume 2 (2014)
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Collapse <span class="m110 colortj mt20 fontw700">Volume 1 (2013)</span>Volume 1 (2013)
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Volume 4, Issue 2

Teacher Educators Evaluation Model
Original Research
This study was an attempt to shed light on the requirements of components of a teacher educator evaluation model. To this end, 6 branches of Farhangian University, which is the mother University for training pre-service and in-service teachers in Iran and has some branches in different parts of Iran, were randomly selected. A number of 545 teacher educators and student -teachers from these centers were participated in this study. They were both males and females. They were asked to fill a five-Likert scale with 68 items, which was designed based on the American Association of Teacher Educators (ATE) standards, for teacher educators in 2009. To answer the research questions the model went through the process of validation. Expert and content validity of the model were proved. For the process of standardization, data gathered from 5-likert scale questionnaires was given to Amos 18 and SPSS 22. The result from the SEM showed that the goodness of fit for the proposed model was very high. Furthermore, all items showed very high loadings on their latent factors. And the model was confirmed satisfactorily and none of the items was removed. Moreover the result showed that major does not play a significant role in Iranian teacher educators' attitudes toward the evaluation model.
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American Journal of Educational Research. 2016, 4(2), 210-220. DOI: 10.12691/education-4-2-10
Pub. Date: March 02, 2016
13486 Views5765 Downloads
A Longitudinal Study of Students in a Dual-Enrollment Mathematics Program: A Focus on Preparation for Calculus
Original Research
This is a continuation of a longitudinal study implemented to determine if students enrolled in a dual-credit mathematics program are sufficiently prepared for success in first semester calculus. In the current cycle, thirty high school students enrolled in a year-long sequence of two university mathematics courses were followed through their first-year, on-campus calculus course. Course grades, interviews and surveys were used to determine factors that influence student success. The dual-enrollment courses in this study meet the same level of rigor as the courses taught to traditional students at the partner post-secondary institution. Results indicate that students who complete dual-credit algebra and trigonometry courses through an outreach program are as least as well prepared for Calculus I as those who take those courses on campus. However, over the course of this longitudinal study it has been found that prior experience in calculus is also an important factor to consider in student success.
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American Journal of Educational Research. 2016, 4(2), 204-209. DOI: 10.12691/education-4-2-9
Pub. Date: February 23, 2016
9740 Views3873 Downloads1 Likes
Assessment of Internet Awareness and Use by the Undergraduate Students of College of Agricultural and Science Education in Michael Okpara University of Agriculture Umudike
Original Research
This study examined internet awareness and use by the undergraduate students in college of Agricultural and Science Education, Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria. It sought to find out their level of internet awareness, frequency of internet use, purpose of internet use, impact derivable from the internet use and factors affecting their usage of internet. A descriptive survey design was used for the study with a population of 1800 undergraduate students. Sample size of 360 (20%) of the population was used for the study. The instrument for data collection was structured questionnaires. Percentages and frequency tables were used in analyzing the data. The findings revealed that all the undergraduate students are aware of the internet. It also discovered that majority make use of the internet often. The study also showed that the students make use of the internet for learning purpose, sending of e-mail, entertainment/recreation and chatting among others. It was also discovered that internet use has a very high impact on the academic excellence of the students. Unstable power supply, low bandwidth, low internet skills, high subscription prices, difficulty in finding relevant information among others were found to be the problems the students encounter in their use of internet. The study recommended that there should be improvement in power supply and the university authority should also make provision for alternative power supply in case of power outage, there should be training and retraining of students on the use of internet facilities, efforts should be made to increase the internet bandwidth in order to ensure speedy access and the subscription prices should also be made relatively cheap so that majority of the students can afford the services.
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American Journal of Educational Research. 2016, 4(2), 200-203. DOI: 10.12691/education-4-2-8
Pub. Date: February 23, 2016
12380 Views4858 Downloads
Student Satisfaction in STEM: An Exploratory Study
Original Research
This research presents the findings of a survey conducted to measure students’ satisfaction with the Information Systems programs of a public college. The survey consisted of 29 questions. An invitation email was sent to 1244 students (361 Associate degree students, and 883 Bachelor’s degree students). For ease of access to the survey, a web link was embedded in the invitation email. In addition, the students were assured that they will remain anonymous and that their responses can not be distinguished from those of others. The survey was available for 1.5 weeks from Dec 10th to Dec 19th 2012, and students could only take it once. In addition, department faculty were asked to encourage students to take the survey and to dedicate 10 minutes at the beginning of their classes for the students to take the survey online if they wished to do so. By the end of the period, 593 students (47.7%) took the survey. Because the survey responses were anonymous, it is fair to say that the responses reflect the students’ true feelings and perceptions. In this research, the author showed that satisfaction with teaching, skills acquired, program, effectiveness, the availability of an internship program, technological resources, as well as the number of credit acquired, all had positive impact on students’ overall satisfaction with the program. Gender and having English as a first language were not found to have a direct impact on satisfaction though.
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American Journal of Educational Research. 2016, 4(2), 195-199. DOI: 10.12691/education-4-2-7
Pub. Date: February 23, 2016
16012 Views5422 Downloads1 Likes
Expectations of Teachers from Teachers Professional Development Program in Nepal
Original Research
Teachers’ Professional Development (TPD) has been realized a powerful approach to implement child friendly activity based education for education in the twenty first century. Though there are at least six models of teachers development, teacher training is the mostly used model in Nepalese context. It has been realized the important of expectations of teachers in TPD program to make TPD bottom-up so that its implementation can be optimized. Eight teachers from four schools of the western part of Nepal were interviewed to get their expectations. The main expectations of teachers are related to delivery methods, implementation of training skills and knowledge and participatory approach of TPD. Trainers need to demonstrate as a role model on how to deal in the classroom and learning is to be helpful for teachers in developing and performing activities. The problems faced by teachers in their classroom are to be dealt in depth. Teachers like to share their practices and shape for the future. Teachers expect to play active role not only in training but also in identifying needs and developing training modules and resources. They expect training module, reading and activity resources are to be provided to teachers before they come to TPD program so that they can prepare and can plan to share their experience. Teachers expect skill oriented and subject specific experts to observe and provide very specific comments and feedback which are helpful to improve. Participants expect critical thinking and creating activities to be dealt in TPD program so that they can introduce in their classrooms. Participants want to move beyond the use of charts and flashcards in TPD programs. They expect to be strategic in improving their teaching and want to improve students’ achievement. They expect to learn setting targets and implementation strategies to achieve those targets.
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American Journal of Educational Research. 2016, 4(2), 190-194. DOI: 10.12691/education-4-2-6
Pub. Date: February 23, 2016
13888 Views4629 Downloads2 Likes
Metacognitive Strategy Knowledge Use through Mathematical Problem Solving amongst Pre-service Teachers
Original Research
Metacognition-related studies do often give focus on the regulation or experience components but little on the knowledge component. In particular and especially within the Philippine context, not much focus is given with regards to a clear and coherent academic framework that fortifies the metacognitive strategy knowledge in mathematical problem solving amongst students. Using an evolved grounded theory, the purpose of this study is to look closely into the metacognitive strategy knowledge of preservice teacher education students. Twenty-three students participated and initial data were collected using the prepared problem solving test. Subsequently, interviews were conducted to supplement the initial data. Pandit’s grounded theory methodology and the constant comparison method were used to analyze the data collected. Findings revealed an emerging three-phased categorization of metacognitive strategy knowledge thru problem solving: preparatory, production, and evaluation. The multi-distinct yet related categorization were neither linear nor just cyclic in nature but is experienced and underwent by problem solvers with varying degree of creativity and flexibility depending on the problem at hand, beliefs, attitudes, and learning style. The findings shed some light on the distinct role of metacognitive strategy knowledge and some ensuing factors during authentic problem solving.
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American Journal of Educational Research. 2016, 4(2), 170-189. DOI: 10.12691/education-4-2-5
Pub. Date: February 22, 2016
28148 Views8135 Downloads5 Likes
Students’ Perspective of Effective Supervision of Graduate Programmes in Ghana
Original Research
The study examined elements of effective supervision from Ghanaian graduate students’ perspective. One hundred and twenty-five graduate students of the Faculty of Science Education of the University of Education, Winneba, responded to two questionnaires. Descriptive statistics was used to describe the attributes of university supervisors of the graduate theses and Pearson chi-square test was employed to test students’ opinions on their supervisors, effective supervision and their relationships with six demographic factors. The results suggest that the three most important attributes of supervisors as perceived by graduate students were: supervisors should be friendly, approachable and flexible; knowledgeable and resourceful; and encourage students to work and plan independently. In addition, the results indicated that effective supervision means that supervisors are able to establish good and professional relationships with students; give support and guidance; and provide continuous motivation and inspiration. Using Pearson chi-square tests, it was found that there were no significant differences between attributes of supervisors and effective supervision based on programme, faculty, course structure, gender and semester. It is recommended that only senior and experienced faculty should be made to supervise graduate students. Also the quality of applicants should be one of the determining factors for admission to graduate programmes.
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American Journal of Educational Research. 2016, 4(2), 163-169. DOI: 10.12691/education-4-2-4
Pub. Date: February 22, 2016
11735 Views4498 Downloads
Application of Neuro-Cognitive Assessment and Rehabilitation (NCAR) Computerized Test in Working Memory Deficit in Parkinson
Original Research
Patients with Parkinson have working memory changes, so they need rehabilitation and treatment is required for them. The purpose of current study is to determine the effect of neuro-cognitive rehabilitation computerized test on these impairments. The present cross-sectional study was conducted on 120 patients with Parkinson and neuro-cognitive rehabilitation computerized test were used for assessment (before) and rehabilitation (after) in patients in 15 minutes. Before and after neuro-cognitive rehabilitation, a significant difference was identified in neuro-cognitive rehabilitation computerized test’ scores (P<0.000). This technique can rehab in Parkinson with working memory disorders associated with neurological conditions to facilitate the acquisition.
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American Journal of Educational Research. 2016, 4(2), 155-162. DOI: 10.12691/education-4-2-3
Pub. Date: February 18, 2016
9681 Views3456 Downloads
Effects of Cumulative Family Risk Factors on American Students’ Academic Performance
Original Research
The relationships between cumulative family risk factors and American students’ academic performance were examined in all 50 States and the District of Columbia. Data from the 2007 American Community Survey were used to ascertain the percent of birth to 18 year old children in the United States who experienced three or more risk factors. The outcome measures were the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress 4th and 8th grade reading and mathematics scores and high school graduation rates. Results showed that between 40% and 64% of the variance in students’ academic performance was accounted for by cumulative family risk factor measure. The results indicate a need to consider, if not take into consideration, family influences outside of schools as part of improving student academic performance.
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American Journal of Educational Research. 2016, 4(2), 150-154. DOI: 10.12691/education-4-2-2
Pub. Date: February 17, 2016
11050 Views5101 Downloads3 Likes
Teaching Methods for Developments of Mathematic Thinking of Math, and Methods of Teaching Mathematics College Students
Original Research
An open questionnaire was distributed to a sample of (30) of university professors’ from various scientific and social sciences colleges, the question was: what are the method of teaching that you are using? The response to the questionnaire was, the lecture type is the method OF teaching for the following reasons: large number of students enrolled in each section (88%). The subject nature (85%). Going by syllabus and limited time (80%). Lack of motivations to use an alternative method. (90%) Grading system (89%) The traditional vocabulary existence (70%). Lack of students’ desire of to participate, or negative attitude of the students of the educational process (92%). Discussing these issues with seniors mathematics majoring students in College of Education ( method of teaching math) after their return from field training who faced some difficulties in the educational situation which need to think or express an opinion on a particular subject, as well as the general education students find it difficult when they are solving mathematical problems, who are not able to infer the answer of the question from the given data. The researcher tested a group of(40) students of Mathematics Department students’ and, method of teaching mathematics students in college of education, intended to find out inferential thinking growth rate, the overall average math major (52.40) and (48.51) for method of teaching math. Note that the test was taken in pre-calculus, calculus1, and calculus 2 level, there were no statistically significant differences at the level of significance (0.05),between all levels and fields, this means that there is no growth in mathematical thinking during different levels nor in major, mathematical thinking needs to exercising and training, thinking skills which needs prior training or guidance to these skills through certain methods of teaching, since students vary in their abilities, and some of them even cannot think logically.
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American Journal of Educational Research. 2016, 4(2), 147-149. DOI: 10.12691/education-4-2-1
Pub. Date: February 17, 2016
9698 Views4289 Downloads