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curriculum</title> <meta name="description" content="Search results for: college curriculum"> <meta name="keywords" content="college curriculum"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="college curriculum"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 337</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: college curriculum</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">337</span> Theory of Fractions in College Algebra Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Alexander%20Y.%20Vaninsky">Alexander Y. Vaninsky</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper compares the treatment of fractions in a typical undergraduate college curriculum and in abstract algebra textbooks. It stresses that the main difference is that the undergraduate curriculum treats equivalent fractions as equal, and this treatment eventually leads to paradoxes and impairs the students- ability to perceive ratios, proportions, radicals and rational exponents adequately. The paper suggests a simplified version of rigorous theory of fractions suitable for regular college curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Fractions" title="Fractions">Fractions</a>, <a href="https://publications.waset.org/search?q=mathematics%20curriculum" title=" mathematics curriculum"> mathematics curriculum</a>, <a href="https://publications.waset.org/search?q=mathematics%0Aeducation" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/3988/theory-of-fractions-in-college-algebra-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3988/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3988/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3988/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3988/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3988/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3988/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3988/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3988/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3988/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3988/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1667</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">336</span> Curriculum and Sex-specific Differences in Academic Stress Arising from Perceived Expectations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Glenn%20M.%20Calaguas">Glenn M. Calaguas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the aim of knowing whether curriculum and sex differences exist in academic stress arising from perceived expectations, high school students were asked to respond to the Academic Expectations Stress Inventory (AESI). AESI is a nine-item inventory with two domains, namely: expectations of teachers/parents and expectations of self. Out of the 504 officially enrolled high school students in a state college, 469 responded to the inventory. Responses were analyzed using independent samples ttest. Significant differences were found between the mean scores of the respondents coming from the Science and the Vocational curriculum. The respondents from the Science curriculum consistently registered higher mean scores. Likewise, significant differences were found between the male and the female respondents. The female respondents consistently registered higher mean scores. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=academic%20stress" title="academic stress">academic stress</a>, <a href="https://publications.waset.org/search?q=curriculum%20and%20sex%20differences" title=" curriculum and sex differences"> curriculum and sex differences</a>, <a href="https://publications.waset.org/search?q=high%20school%20students" title="high school students">high school students</a>, <a href="https://publications.waset.org/search?q=perceived%20expectations" title=" perceived expectations"> perceived expectations</a> </p> <a href="https://publications.waset.org/4146/curriculum-and-sex-specific-differences-in-academic-stress-arising-from-perceived-expectations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4146/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4146/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4146/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4146/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4146/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4146/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4146/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4146/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4146/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4146/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4146.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2162</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">335</span> A Study of Curriculum for a Dual Bachelor’s Degree Including a Teaching Certificate</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hyeon%20Seok%20Kim">Hyeon Seok Kim</a>, <a href="https://publications.waset.org/search?q=Inhoi%20Lee"> Inhoi Lee</a>, <a href="https://publications.waset.org/search?q=Seong%20Baeg%20Kim"> Seong Baeg Kim</a>, <a href="https://publications.waset.org/search?q=Kyunghee%20Ko"> Kyunghee Ko</a>, <a href="https://publications.waset.org/search?q=Kyung%20Eon%20Lee"> Kyung Eon Lee</a>, <a href="https://publications.waset.org/search?q=Dong%20Sik%20Kang"> Dong Sik Kang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In the age of globalization, higher education  institutions attempt to equip students with global competence. In  response, most universities have been developing and running various  international programs. However, teacher education has been a  neglected area in this trend. Therefore, in this study, we suggest a  program that offers a dual bachelor’s degree from both universities  located on different countries, focusing on teacher education  institutions with different policies and regulations of teacher education  programs that may become obstacles to designing a dual degree  program. We discuss a possible way to get a dual degree including a  teaching certificate at a specialized college, college of secondary  education. To be specific, this research presents a way to attain two  diplomas from Jeju National University (JNU) in Korea and Boise  State University (BSU) in the U.S. It attempts to build an effective  plan for students to declare simultaneous degrees at both universities.  From the study, we find that it takes about 5 years to fulfill  requirements for the dual degree at the undergraduate level.</p> <p> </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Dual%20degree" title="Dual degree">Dual degree</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=teaching%20certificate" title=" teaching certificate"> teaching certificate</a>, <a href="https://publications.waset.org/search?q=college%20%0D%0Aof%20secondary%20education" title=" college of secondary education"> college of secondary education</a>, <a href="https://publications.waset.org/search?q=international%20program." title=" international program."> international program.</a> </p> <a href="https://publications.waset.org/9997518/a-study-of-curriculum-for-a-dual-bachelors-degree-including-a-teaching-certificate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997518/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997518/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997518/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997518/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997518/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997518/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997518/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997518/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997518/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997518/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997518.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1583</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">334</span> How International College Students Understand Entrepreneurial Readiness and Business-Related Skills: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aleksandar%20Chonevski">Aleksandar Chonevski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The free-market economy provides many opportunities for entrepreneurship or starting one’s own business, attracting many students to study business at for-profit colleges in the United States. This is also true for international students, many of whom are filled with the hope of making a better life for themselves and their families through entrepreneurial endeavors. This qualitative research showed that not all graduates business students start their own business. In investigating this phenomenon, the effectiveness of entrepreneurship curricula at international colleges needs to be examined in order to adjust, improve and reform entrepreneurship curricula. This qualitative study will explore how business skills learned in college for-profit play a role in the entrepreneurial readiness of undergraduate business students in the south Florida. Business curricula helps international students achieve goals and transform their actions to understand challenges in a corporate society. Students will be interviewed to gain information about the students’ experience with entrepreneurship curricula in a for-profit college in south Florida.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Business%20skills" title="Business skills">Business skills</a>, <a href="https://publications.waset.org/search?q=college%20curriculum" title=" college curriculum"> college curriculum</a>, <a href="https://publications.waset.org/search?q=entrepreneurial%20readiness" title=" entrepreneurial readiness"> entrepreneurial readiness</a>, <a href="https://publications.waset.org/search?q=international%20students." title=" international students."> international students.</a> </p> <a href="https://publications.waset.org/10012514/how-international-college-students-understand-entrepreneurial-readiness-and-business-related-skills-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012514/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012514/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012514/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012514/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012514/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012514/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012514/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012514/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012514/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012514/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">877</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">333</span> Personal Digital Assistants for Fieldwork Training in College Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Takaharu%20Miyoshi">Takaharu Miyoshi</a>, <a href="https://publications.waset.org/search?q=Tadahiko%20Higuchi"> Tadahiko Higuchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Education supported by mobile computers has been widely done for some time. Teachers have attempted to use mobile computers and to find concrete subjects for student-s fieldwork training in college education. The purpose of this research is to develop software for Personal Digital Assistant (PDA) to conduct fieldwork in our campus, and to report a fieldwork class using PDAs in the curriculum of the Department of Regional Environment Studies.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Development%20of%20software%20for%20PDA" title="Development of software for PDA">Development of software for PDA</a>, <a href="https://publications.waset.org/search?q=fieldwork%20training" title=" fieldwork training"> fieldwork training</a>, <a href="https://publications.waset.org/search?q=computer%20supported%20education" title=" computer supported education"> computer supported education</a>, <a href="https://publications.waset.org/search?q=experiential%20learning." title=" experiential learning."> experiential learning.</a> </p> <a href="https://publications.waset.org/8596/personal-digital-assistants-for-fieldwork-training-in-college-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8596/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8596/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8596/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8596/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8596/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8596/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8596/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8596/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8596/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8596/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8596.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1184</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">332</span> M-Learning Curriculum Design for Secondary School: A Needs Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Muhammad%20Ridhuan%20Tony%20Lim%20Abdullah">Muhammad Ridhuan Tony Lim Abdullah</a>, <a href="https://publications.waset.org/search?q=Saedah%20Siraj"> Saedah Siraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The learning society has currently transformed from 'wired society' to become 'mobile society' which is facilitated by wireless network. To suit to this new paradigm, m-learning was given birth and rapidly building its prospect to be included in the future curriculum. Research and studies on m-learning spruced up in numerous aspects but there is still scarcity in studies on curriculum design of m-learning. This study is a part of an ongoing bigger study probing into the m-learning curriculum for secondary schools. The paper reports on the first phase of the study which aims to probe into the needs of curriculum design for m-learning at the secondary school level and the researcher adopted the needs analysis method. Data accrued from responses on survey questionnaires based on Lickert-point scale were analyzed statistically. The findings from this preliminary study serve as a basis for m-learning curriculum development for secondary schools.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=curriculum%20design" title="curriculum design">curriculum design</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=future%20curriculum" title=" future curriculum"> future curriculum</a>, <a href="https://publications.waset.org/search?q=m-learning" title="m-learning">m-learning</a> </p> <a href="https://publications.waset.org/10646/m-learning-curriculum-design-for-secondary-school-a-needs-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10646/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10646/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10646/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10646/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10646/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10646/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10646/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10646/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10646/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10646/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2645</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">331</span> Correlation between Meaning in Life and Academic Performance in Japanese College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jihyun%20Park">Jihyun Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research suggests that meaning in life or Ikigai can be associated with better academic performances in Japanese college students. To measure meaning in life in Japanese college students, the Ikigai questionnaire and the Meaning in Life Questionnaire (MLQ) are both used, and the survey was collected using Microsoft Teams Forms for a total of 80 Japanese college students. The data revealed that students who have a higher than a 3.0 grade point average (GPA) showed the highest score in both the Ikigai and MLQ. The participants with between a 2.0 and a 3.0 GPA reported lower scores in both MLQ and Ikigai than the previous participants. The group of students who have lower than a 2.0 GPA had the lowest scores for MLQ and Ikigai. This result can indicate that implementing meaning in life or Ikigai to early college students can bring about better academic performance, which also can improve students’ college life better as well.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=College%20students%E2%80%99%20academic%20performance" title="College students’ academic performance">College students’ academic performance</a>, <a href="https://publications.waset.org/search?q=Ikigai" title=" Ikigai"> Ikigai</a>, <a href="https://publications.waset.org/search?q=meaning%20in%20life" title=" meaning in life"> meaning in life</a>, <a href="https://publications.waset.org/search?q=purpose%20of%20life." title=" purpose of life."> purpose of life.</a> </p> <a href="https://publications.waset.org/10013432/correlation-between-meaning-in-life-and-academic-performance-in-japanese-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013432/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013432/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013432/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013432/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013432/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013432/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013432/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013432/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013432/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013432/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013432.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">330</span> Curriculum Development of Successful Intelligence Promoting for Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Saranya%20Chularee">Saranya Chularee</a>, <a href="https://publications.waset.org/search?q=Tawa%20Chularee"> Tawa Chularee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Successful intelligence (SI) is the integrated set of the ability needed to attain success in life, within individual-s sociocultural context. People are successfully intelligent by recognizing their strengths and weaknesses. They will find ways to strengthen their weakness and maintain their strength or even improve it. SI people can shape, select, and adapt to the environments by using balance of higher-ordered thinking abilities including; critical, creative, and applicative. Aims: The purposes of this study were to; 1) develop curriculum that promotes SI for nursing students, and 2) study the effectiveness of the curriculum development. Method: Research and Development was a method used for this study. The design was divided into two phases; 1) the curriculum development which composed of three steps (needs assessment, curriculum development and curriculum field trail), and 2) the curriculum implementation. In this phase, a pre-experimental research design (one group pretest-posttest design) was conducted. The sample composed of 49 sophomore nursing students of Boromarajonani College of Nursing, Surin, Thailand who enrolled in Nursing care of Health problem course I in 2011 academic year. Data were carefully collected using 4 instruments; 1) Modified essay questions test (MEQ) 2) Nursing Care Plan evaluation form 3) Group processing observation form (α = 0.74) and 4) Satisfied evaluation form of learning (α = 0.82). Data were analyzed using descriptive statistics and content analysis. Results: The results revealed that the sample had post-test average score of SI higher than pre-test average score (mean difference was 5.03, S.D. = 2.84). Fifty seven percentages of the sample passed the MEQ posttest at the criteria of 60 percentages. Students demonstrated the strategies of how to develop nursing care plan. Overall, students- satisfaction on teaching performance was at high level (mean = 4.35, S.D. = 0.46). Conclusion: This curriculum can promote the attribute of characteristic of SI person and was highly required to be continued. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum%20Development" title="Curriculum Development">Curriculum Development</a>, <a href="https://publications.waset.org/search?q=Nursing%20Education" title=" Nursing Education"> Nursing Education</a>, <a href="https://publications.waset.org/search?q=Successful%20Intelligence" title=" Successful Intelligence"> Successful Intelligence</a>, <a href="https://publications.waset.org/search?q=Thinking%20ability." title=" Thinking ability."> Thinking ability.</a> </p> <a href="https://publications.waset.org/1726/curriculum-development-of-successful-intelligence-promoting-for-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1726/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1726/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1726/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1726/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1726/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1726/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1726/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1726/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1726/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1726/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1726.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2210</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">329</span> The Internet, its Social and Ethical Problem to the Young and How Curriculum Can Address the Issue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=R.%20Ramli">R. Ramli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impact of the information revolution is double edged. While it is applauded for its versatility and performance robustness and acclaimed for making life smooth and easy, on the other hand people are concerned about its dark side especially to younger generations. The education system should extend its educating role beyond the school to home. Parents should be included in forming the policies of Internet use as well as in the curriculum delivery. This paper discusses how curriculum can be instrumental in addressing social and ethical issues resulted from the Internet. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum" title="Curriculum">Curriculum</a>, <a href="https://publications.waset.org/search?q=Ethics" title=" Ethics"> Ethics</a>, <a href="https://publications.waset.org/search?q=Internet%20Addiction" title=" Internet Addiction"> Internet Addiction</a>, <a href="https://publications.waset.org/search?q=Social%20Issues" title=" Social Issues"> Social Issues</a> </p> <a href="https://publications.waset.org/2988/the-internet-its-social-and-ethical-problem-to-the-young-and-how-curriculum-can-address-the-issue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2988/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2988/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2988/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2988/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2988/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2988/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2988/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2988/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2988/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2988/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4614</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">328</span> New Curriculum and New Challenges: What do School Administrators Really Do?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zuhal%20Zeybekoglu%20Cal%C4%B1skan">Zuhal Zeybekoglu Calıskan</a>, <a href="https://publications.waset.org/search?q=Erkan%20Tabancali"> Erkan Tabancali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The aim of this qualitative case study is to examine how school principals perform their new roles and responsibilities defined in accordance with the new curriculum. Of ten primary schools that the new curriculum was piloted in Istanbul in school year of 2004-2005, one school was randomly selected as the sample of the study. The participants of the study were comprised of randomly-selected 26 teachers working in the case school. To collect data, an interview schedule was developed based on the new role definitions for school principals by the National Ministry of Education. Participants were interviewed on one-to-one basis in February and March 2007. Overall results showed that the school principal was perceived to be successful in terms of the application of the new curriculum in school. According to the majority of teachers, the principal has done his best to establish the infrastructure that is necessary for successful application of the new program. In addition to these, the principal was reported to adopt a collegial and participatory leadership style by creating a positive school atmosphere that enables the school community (teachers, parents and students) to involve school more than before. Keywordscase study, curriculum implementation, school principals and curriculum</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Case%20study" title="Case study">Case study</a>, <a href="https://publications.waset.org/search?q=curriculum%20implementation" title=" curriculum implementation"> curriculum implementation</a>, <a href="https://publications.waset.org/search?q=school%20principals%20and%20curriculum." title=" school principals and curriculum."> school principals and curriculum.</a> </p> <a href="https://publications.waset.org/9315/new-curriculum-and-new-challenges-what-do-school-administrators-really-do" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9315/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9315/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9315/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9315/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9315/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9315/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9315/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9315/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9315/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9315/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1478</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">327</span> The Use of Computer-Aided Design in Small Contractors in a Local Area of Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Myunghoun%20Jang">Myunghoun Jang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A survey of small-size contractors in Jeju was conducted to investigate college graduate's computer-aided design (CAD) competence. Most of small-size contractors use CAD software to review and update drawings submitted from an architect. This research analyzed the curriculum of the architectural engineering in several national universities. The CAD classes have 4 or 6 hours per week and use AutoCAD primarily. This paper proposes that a CAD class needs 6 hours per week, 2D drawing is the main theme in the curriculum, and exercises to make 3D models are also included in the CAD class. An improved method, for example Internet cafe and real time feedbacks using smartphones, to evaluate the reports and exercise results is necessary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer-aided%20design" title="Computer-aided design">Computer-aided design</a>, <a href="https://publications.waset.org/search?q=CAD%20education" title=" CAD education"> CAD education</a>, <a href="https://publications.waset.org/search?q=education%20improvement" title=" education improvement"> education improvement</a>, <a href="https://publications.waset.org/search?q=small-size%20contractor." title=" small-size contractor. "> small-size contractor. </a> </p> <a href="https://publications.waset.org/10008168/the-use-of-computer-aided-design-in-small-contractors-in-a-local-area-of-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008168/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008168/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008168/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008168/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008168/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008168/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008168/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008168/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008168/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008168/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008168.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1303</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">326</span> Research on Online Consumption of College Students in China with Stimulate-Organism-Reaction Driven Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wei%20Lu">Wei Lu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>With the development of information technology in China, network consumption is becoming more and more popular. As a special group, college students have a high degree of education and distinct opinions and personalities. In the future, the key groups of network consumption have gradually become the focus groups of network consumption. Studying college students’ online consumption behavior has important theoretical significance and practical value. Based on the Stimulus-Organism-Response (SOR) driving model and the structural equation model, this paper establishes the influencing factors model of College students’ online consumption behavior, evaluates and amends the model by using SPSS and AMOS software, analyses and determines the positive factors of marketing college students’ consumption, and provides an effective basis for guiding and promoting college student consumption.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=College%20students" title="College students">College students</a>, <a href="https://publications.waset.org/search?q=online%20consumption" title=" online consumption"> online consumption</a>, <a href="https://publications.waset.org/search?q=stimulus-organism-response%20driving%20model" title=" stimulus-organism-response driving model"> stimulus-organism-response driving model</a>, <a href="https://publications.waset.org/search?q=structural%20equation%20model." title=" structural equation model."> structural equation model.</a> </p> <a href="https://publications.waset.org/10011678/research-on-online-consumption-of-college-students-in-china-with-stimulate-organism-reaction-driven-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011678/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011678/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011678/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011678/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011678/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011678/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011678/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011678/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011678/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011678/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011678.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">593</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">325</span> Key Factors of Curriculum Innovation in Language Teacher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Liliana%20M%C3%A2%C5%A3%C4%83">Liliana Mâţă</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of the study is to understand the factors of curriculum innovation from the perspective of Language teacher education. The overall aim of the study is to investigate Language educators- perceptions of factors of curriculum innovation. In the theoretical framework the main focus is on discussion about different curriculum approaches for language teacher education and limiting and facilitating factors of innovation. In order to achieve the aim of the study, an observational research is employed. The empirical basis of the study consists of questionnaire with sixty-three language teachers from eight Romanian higher education institutions. The findings reveal variation in Language teachers- conceptions of the dominant factors of curricular innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=curriculum%20innovation" title="curriculum innovation">curriculum innovation</a>, <a href="https://publications.waset.org/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/search?q=Language%20teacher%0D%0Aeducation" title=" Language teacher education"> Language teacher education</a> </p> <a href="https://publications.waset.org/10423/key-factors-of-curriculum-innovation-in-language-teacher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10423/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10423/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10423/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10423/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10423/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10423/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10423/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10423/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10423/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10423/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16826</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">324</span> New Chances of Reforming Pedagogical Approach in Secondary English Class in China under the New English Curriculum and National College Entrance Examination Reform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yue%20Wang">Yue Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Five years after the newest English curriculum, reform policy was enacted in China and hand-wringing spread among teachers who accused that this is another “wearing new shoes to walk the old road” policy. This paper provides a thoroughly philosophical policy analysis of serious efforts that had been made to support this reform and revealed the hindrances that bridled the reform to yield the desired effect. Blame could be easily put on teachers for their insufficient pedagogical content knowledge, conservative resistance, and the handicaps of large class sizes and limited teaching times and so on. However, the underlying causes for this implementation failure are the interrelated factors in the NCEE-centred education system, such as the reluctance from students, the lack of school and education bureau support and insufficient teacher training. A further discussion of the 2017 to 2020’s NCEE reform on English prompts new possibilities for the authentic pedagogical approach reform in secondary English classes. In all, the pedagogical approach reform at the secondary level is heading towards a brighter future with the initiation of new NCEE reform.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20curriculum" title="English curriculum">English curriculum</a>, <a href="https://publications.waset.org/search?q=failure" title=" failure"> failure</a>, <a href="https://publications.waset.org/search?q=NCEE" title=" NCEE"> NCEE</a>, <a href="https://publications.waset.org/search?q=new%20possibilities" title=" new possibilities"> new possibilities</a>, <a href="https://publications.waset.org/search?q=pedagogical" title=" pedagogical"> pedagogical</a>, <a href="https://publications.waset.org/search?q=policy%20analysis" title=" policy analysis"> policy analysis</a>, <a href="https://publications.waset.org/search?q=reform." title=" reform."> reform.</a> </p> <a href="https://publications.waset.org/10012444/new-chances-of-reforming-pedagogical-approach-in-secondary-english-class-in-china-under-the-new-english-curriculum-and-national-college-entrance-examination-reform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012444/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012444/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012444/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012444/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012444/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012444/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012444/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012444/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012444/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012444/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012444.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">528</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">323</span> Motivations for Using Social Networking Sites by College Students for Educational Purposes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kholoud%20H.%20Al-Zedjali">Kholoud H. Al-Zedjali</a>, <a href="https://publications.waset.org/search?q=Abir%20S.%20Al-Harrasi"> Abir S. Al-Harrasi</a>, <a href="https://publications.waset.org/search?q=Ali%20H.%20Al-Badi"> Ali H. Al-Badi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Recently there has been a dramatic proliferation in the number of social networking sites (SNSs) users; however, little is published about what motivates college students to use SNSs in education. The main goal of this research is to explore the college students’ motives for using SNSs in education. A conceptual framework has therefore been developed to identify the main factors that influence/motivate students to use social networking sites for learning purposes. To achieve the research objectives a quantitative method was used to collect data. A questionnaire has been distributed amongst college students. The results reveal that social influence, perceived enjoyment, institute regulation, perceived usefulness, ranking up-lift, attractiveness, communication tools, free of charge, sharing material and course nature all play an important role in the motivation of college students to use SNSs for learning purposes.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Social%20networking%20sites%20%28SNSs%29" title="Social networking sites (SNSs)">Social networking sites (SNSs)</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=college%0D%0Astudents." title=" college students."> college students.</a> </p> <a href="https://publications.waset.org/9999093/motivations-for-using-social-networking-sites-by-college-students-for-educational-purposes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999093/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999093/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999093/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999093/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999093/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999093/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999093/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999093/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999093/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999093/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999093.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3416</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">322</span> Emotional Intelligence as Predictor of Academic Success among Third Year College Students of PIT</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sonia%20Arradaza-Pajaron">Sonia Arradaza-Pajaron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> College students are expected to engage in an on-the-job training or internship for completion of a course requirement prior to graduation. In this scenario, they are exposed to the real world of work outside their training institution. To find out their readiness both emotionally and academically, this study has been conducted. A descriptive-correlational research design was employed and random sampling technique method was utilized among 265 randomly selected third year college students of PIT, SY 2014-15. A questionnaire on Emotional Intelligence (bearing the four components namely; emotional literacy, emotional quotient competence, values and beliefs and emotional quotient outcomes) was fielded to the respondents and GWA was extracted from the school automate. Data collected were statistically treated using percentage, weighted mean and Pearson-r for correlation. <p>Results revealed that respondents’ emotional intelligence level is moderately high while their academic performance is good. A high significant relationship was found between the EI component; Emotional Literacy and their academic performance while only significant relationship was found between Emotional Quotient Outcomes and their academic performance. Therefore, if EI influences academic performance significantly when correlated, a possibility that their OJT performance can also be affected either positively or negatively. Thus, EI can be considered predictor of their academic and academic-related performance. Based on the result, it is then recommended that the institution would try to look deeply into the consideration of embedding emotional intelligence as part of the (especially on Emotional Literacy and Emotional Quotient Outcomes of the students) college curriculum. It can be done if the school shall have an effective Emotional Intelligence framework or program manned by qualified and competent teachers, guidance counselors in different colleges in its implementation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance" title="Academic performance">Academic performance</a>, <a href="https://publications.waset.org/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/search?q=emotional%20literacy" title=" emotional literacy"> emotional literacy</a>, <a href="https://publications.waset.org/search?q=emotional%20quotient%20competence" title=" emotional quotient competence"> emotional quotient competence</a>, <a href="https://publications.waset.org/search?q=emotional%20quotient%20outcomes" title=" emotional quotient outcomes"> emotional quotient outcomes</a>, <a href="https://publications.waset.org/search?q=values%20and%20beliefs." title=" values and beliefs."> values and beliefs.</a> </p> <a href="https://publications.waset.org/10003657/emotional-intelligence-as-predictor-of-academic-success-among-third-year-college-students-of-pit" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003657/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003657/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003657/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003657/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003657/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003657/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003657/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003657/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003657/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003657/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003657.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1852</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">321</span> Meaningful General Education Reform: Integrating Core Curricula and Institutional Values</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Michael%20W.%20Markowitz">Michael W. Markowitz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A central element of higher education today is the “core” or “general education” curriculum: that configuration of courses that often encompasses the essence of liberal arts education. Ensuring that such offerings reflect the mission and values of the institution is a challenge faced by most college and universities, often more than once. This paper presents an action model of program planning designed to structure the processes of developing, implementing and revising core curricula in a manner consistent with key institutional goals and objectives. Through presentation of a case study from a university in the United States, the elements of needs assessment, stakeholder investment and collaborative compromise are shown as key components of a planning strategy that can produce a general education program that is comprehensive, academically rigorous, assessable, and mission consistent. The paper concludes with recommendations for both the implementation and evaluation of such programs in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20assessment" title="Academic assessment">Academic assessment</a>, <a href="https://publications.waset.org/search?q=academic%20program%20planning" title=" academic program planning"> academic program planning</a>, <a href="https://publications.waset.org/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/search?q=general%20education%20reform." title=" general education reform."> general education reform.</a> </p> <a href="https://publications.waset.org/10001360/meaningful-general-education-reform-integrating-core-curricula-and-institutional-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001360/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001360/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001360/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001360/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001360/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001360/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001360/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001360/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001360/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001360/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1268</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">320</span> Task-Based Language Teaching: A Paradigm Shift in ESL/EFL Teaching and Learning: A Case Study-Based Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zehra%20Sultan">Zehra Sultan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study is based on the Task-based Language Teaching (TBLT) approach which is found to be very effective in the EFL/ESL classroom. This approach engages learners to acquire the usage of authentic language skills by interacting with the real world through a sequence of pedagogical tasks. The use of technology enhances the effectiveness of this approach. This study throws light on the historical background of TBLT, and its efficacy in the EFL /ESL classroom. In addition, this study precisely talks about the implementation of this approach in the General Foundation Program (GFP) of Muscat College, Oman. It furnishes the list of the pedagogical tasks embedded in the language curriculum of the GFP which are skillfully allied to the College graduate attributes. Moreover, the study also discusses the challenges pertaining to this approach from the point of view of teachers, students and its classroom application. Additionally, the operational success of this methodology is gauged through formative assessments of the GFP which is apparent in the students’ progress.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Task-based%20language%20teaching" title="Task-based language teaching">Task-based language teaching</a>, <a href="https://publications.waset.org/search?q=authentic%20language" title=" authentic language"> authentic language</a>, <a href="https://publications.waset.org/search?q=communicative%20approach" title=" communicative approach"> communicative approach</a>, <a href="https://publications.waset.org/search?q=real%20world%20activities" title=" real world activities"> real world activities</a>, <a href="https://publications.waset.org/search?q=ESL%2FEFL%20activities." title=" ESL/EFL activities."> ESL/EFL activities.</a> </p> <a href="https://publications.waset.org/10012922/task-based-language-teaching-a-paradigm-shift-in-eslefl-teaching-and-learning-a-case-study-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012922/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012922/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012922/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012922/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012922/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012922/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012922/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012922/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012922/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012922/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">955</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">319</span> Evaluation of Curriculum Quality of Postgraduate Studies of Actuarial Science Field at Public Universities of Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Havas%20Beigi">F. Havas Beigi</a>, <a href="https://publications.waset.org/search?q=M.%20Vafaee%20Yeganeh"> M. Vafaee Yeganeh</a>, <a href="https://publications.waset.org/search?q=E.%20Mohammadi"> E. Mohammadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Evaluation and survey of curriculum quality as one of the most important components of universities system is necessary for different levels in higher education. The main purpose of this study was to survey of the curriculum quality of Actuarial science field. Case: University of SHahid Beheshti and Higher education institute of Eco insurance (according to viewpoint of students, alumni, employers and faculty members). Descriptive statistics (mean, tables, percentage, and frequency distribution) and inferential statistics (CHI SQUARE) were used to analyze the data. Six criteria considered for the Quality of curriculum: objectives, content, teaching and learning methods, space and facilities, Time, assessment of learning. Content, teaching and learning methods, space and facilities, assessment of learning criteria were relatively desirable level, objectives and time criterions were desirable level. The quality of curriculum of Actuarial Science field was relatively desirable level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Quality" title="Quality">Quality</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=Actuarial%20science" title=" Actuarial science"> Actuarial science</a>, <a href="https://publications.waset.org/search?q=higher%0D%0Aeducation" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/563/evaluation-of-curriculum-quality-of-postgraduate-studies-of-actuarial-science-field-at-public-universities-of-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/563/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/563/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/563/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/563/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/563/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/563/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/563/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/563/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/563/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/563/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/563.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1865</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">318</span> Islamic Education System: Implementation of Curriculum Kuttab Al-Fatih Semarang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Basyir%20Yaman">Basyir Yaman</a>, <a href="https://publications.waset.org/search?q=Fades%20Br.%20Gultom"> Fades Br. Gultom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The picture and pattern of Islamic education in the Prophet's period in Mecca and Medina is the history of the past that we need to bring back. The Basic Education Institute called Kuttab. Kuttab or Maktab comes from the word kataba which means to write. The popular Kuttab in the Prophet’s period aims to resolve the illiteracy in the Arab community. In Indonesia, this Institution has 25 branches; one of them is located in Semarang (i.e. Kuttab Al-Fatih). Kuttab Al-Fatih as a non-formal institution of Islamic education is reserved for children aged 5-12 years. The independently designed curriculum is a distinctive feature that distinguishes between Kuttab Al-Fatih curriculum and the formal institutional curriculum in Indonesia. The curriculum includes the faith and the Qur’an. Kuttab Al-Fatih has been licensed as a Community Activity Learning Center under the direct supervision and guidance of the National Education Department. Here, we focus to describe the implementation of curriculum Kuttab Al-Fatih Semarang (i.e. faith and al-Qur’an). After that, we determine the relevance between the implementation of the Kuttab Al-Fatih education system with the formal education system in Indonesia. This research uses literature review and field research qualitative methods. We obtained the data from the head of Kuttab Al-Fatih Semarang, vice curriculum, faith coordinator, al-Qur’an coordinator, as well as the guardians of learners and the learners. The result of this research is the relevance of education system in Kuttab Al-Fatih Semarang about education system in Indonesia. Kuttab Al-Fatih Semarang emphasizes character building through a curriculum designed in such a way and combines thematic learning models in modules.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Islamic%20education%20system" title="Islamic education system">Islamic education system</a>, <a href="https://publications.waset.org/search?q=implementation%20of%20curriculum" title=" implementation of curriculum"> implementation of curriculum</a>, <a href="https://publications.waset.org/search?q=Kuttab%20Al-Fatih%20semarang" title=" Kuttab Al-Fatih semarang"> Kuttab Al-Fatih semarang</a>, <a href="https://publications.waset.org/search?q=formal%20education%20system%20in%20Indonesia." title=" formal education system in Indonesia."> formal education system in Indonesia.</a> </p> <a href="https://publications.waset.org/10008368/islamic-education-system-implementation-of-curriculum-kuttab-al-fatih-semarang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008368/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008368/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008368/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008368/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008368/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008368/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008368/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008368/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008368/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008368/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008368.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1302</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">317</span> Collaborative Web-Based E-learning Environment for Information Security Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wei%20Hu">Wei Hu</a>, <a href="https://publications.waset.org/search?q=Tianzhou%20Chen"> Tianzhou Chen</a>, <a href="https://publications.waset.org/search?q=Qingsong%20Shi"> Qingsong Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the development of e-learning is very rapid. E-learning is an attractive and efficient way for computer education. Student interaction and collaboration also plays an important role in e-learning. In this paper, a collaborative web-based e-learning environment is presented. A wide range of interactive and collaborative methods are integrated into a web-based environment. This e-learning environment is designed for information security curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=information%20Security" title=" information Security"> information Security</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=web-based%20environment." title=" web-based environment."> web-based environment.</a> </p> <a href="https://publications.waset.org/9584/collaborative-web-based-e-learning-environment-for-information-security-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9584/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9584/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9584/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9584/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9584/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9584/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9584/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9584/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9584/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9584/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1730</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">316</span> Survey of Curriculum Quality of Postgraduate Studies of Insurance Management Field Case: University of Allameh Taba Tabaee</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=F.%20Havas%20Beigi">F. Havas Beigi</a>, <a href="https://publications.waset.org/search?q=E.%20Mohammadi"> E. Mohammadi</a>, <a href="https://publications.waset.org/search?q=M.Vafaee%20Yeganeh"> M.Vafaee Yeganeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Curriculum is one of the most important inputs in higher education system and for knowing the strong and weak spots of it we need evaluation. The main purpose of this study was to survey of the curriculum quality of Insurance Management field. Case: University of Allameh Taba Tabaee(according to view point of students,alumni,employer and faculty members).Descriptive statistics (mean, tables, percentages, frequency distribution) and inferential statistics (CHI SQUARE) were used to analyze the data. Six criterions considered for the Quality of curriculum: objectives, content, teaching and learning methods, space and facilities, Time, assessment of learning. objectives, teaching and learning methods criterions was desirable level, content criteria was undesirable level, space and facilities, time and assessment of learning were rather desirable level. The quality of curriculum of insurance management field was relatively desirable level.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Quality" title="Quality">Quality</a>, <a href="https://publications.waset.org/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/search?q=insurance%20management" title=" insurance management"> insurance management</a>, <a href="https://publications.waset.org/search?q=higher%20education." title=" higher education."> higher education.</a> </p> <a href="https://publications.waset.org/5226/survey-of-curriculum-quality-of-postgraduate-studies-of-insurance-management-field-case-university-of-allameh-taba-tabaee" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5226/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5226/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5226/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5226/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5226/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5226/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5226/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5226/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5226/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5226/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5226.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1330</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">315</span> Embedding Employability Skills in Computer and Information Science Program Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nadezda%20Pizika">Nadezda Pizika</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The paper discusses possible approaches of embedding the development of employability skills in the program curriculum. This paper contains analysis of the problem areas raised by employers regarding new graduates’ readiness to join workforce, the ways of possible improvements, and the actions required from different stakeholders. The case discussed in the paper is related to Computer and Information Science (CIS) Program offered at Higher Colleges of Technology (UAE).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum%20Design" title="Curriculum Design">Curriculum Design</a>, <a href="https://publications.waset.org/search?q=Employability%20Skills" title=" Employability Skills"> Employability Skills</a>, <a href="https://publications.waset.org/search?q=Employers" title=" Employers"> Employers</a>, <a href="https://publications.waset.org/search?q=Graduates." title=" Graduates."> Graduates.</a> </p> <a href="https://publications.waset.org/9997359/embedding-employability-skills-in-computer-and-information-science-program-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997359/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997359/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997359/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997359/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997359/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997359/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997359/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997359/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997359/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997359/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997359.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1900</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">314</span> Java Based Automatic Curriculum Generator for Children with Trisomy 21</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=E.%20Supriyanto">E. Supriyanto</a>, <a href="https://publications.waset.org/search?q=S.%20C.%20Seow"> S. C. Seow</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early Intervention Program (EIP) is required to improve the overall development of children with Trisomy 21 (Down syndrome). In order to help trainer and parent in the implementation of EIP, a support system has been developed. The support system is able to screen data automatically, store and analyze data, generate individual EIP (curriculum) with optimal training duration and to generate training automatically. The system consists of hardware and software where the software has been implemented using Java language and Linux Fedora. The software has been tested to ensure the functionality and reliability. The prototype has been also tested in Down syndrome centers. Test result shows that the system is reliable to be used for generation of an individual curriculum which includes the training program to improve the motor, cognitive, and combination abilities of Down syndrome children under 6 years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Early%20intervention%20program%20%28curriculum%29" title="Early intervention program (curriculum)">Early intervention program (curriculum)</a>, <a href="https://publications.waset.org/search?q=Trisomy21" title=" Trisomy21"> Trisomy21</a>, <a href="https://publications.waset.org/search?q=support%20system" title=" support system"> support system</a>, <a href="https://publications.waset.org/search?q=Java." title=" Java."> Java.</a> </p> <a href="https://publications.waset.org/11004/java-based-automatic-curriculum-generator-for-children-with-trisomy-21" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11004/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11004/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11004/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11004/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11004/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11004/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11004/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11004/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11004/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11004/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1456</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">313</span> Complementing Assessment Processes with Standardized Tests: A Work in Progress </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Amparo%20Camacho">Amparo Camacho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>ABET accredited programs must assess the development of student learning outcomes (SOs) in engineering programs. Different institutions implement different strategies for this assessment, and they are usually designed “in house.” This paper presents a proposal for including standardized tests to complement the ABET assessment model in an engineering college made up of six distinct engineering programs. The engineering college formulated a model of quality assurance in education to be implemented throughout the six engineering programs to regularly assess and evaluate the achievement of SOs in each program offered. The model uses diverse techniques and sources of data to assess student performance and to implement actions of improvement based on the results of this assessment. The model is called “Assessment Process Model” and it includes SOs A through K, as defined by ABET. SOs can be divided into two categories: “hard skills” and “professional skills” (soft skills). The first includes abilities, such as: applying knowledge of mathematics, science, and engineering and designing and conducting experiments, as well as analyzing and interpreting data. The second category, “professional skills”, includes communicating effectively, and understanding professional and ethnical responsibility. Within the Assessment Process Model, various tools were used to assess SOs, related to both “hard” as well as “soft” skills. The assessment tools designed included: rubrics, surveys, questionnaires, and portfolios. In addition to these instruments, the Engineering College decided to use tools that systematically gather consistent quantitative data. For this reason, an in-house exam was designed and implemented, based on the curriculum of each program. Even though this exam was administered during various academic periods, it is not currently considered standardized. In 2017, the Engineering College included three standardized tests: one to assess mathematical and scientific reasoning and two more to assess reading and writing abilities. With these exams, the college hopes to obtain complementary information that can help better measure the development of both hard and soft skills of students in the different engineering programs. In the first semester of 2017, the three exams were given to three sample groups of students from the six different engineering programs. Students in the sample groups were either from the first, fifth, and tenth semester cohorts. At the time of submission of this paper, the engineering college has descriptive statistical data and is working with various statisticians to have a more in-depth and detailed analysis of the sample group of students’ achievement on the three exams. The overall objective of including standardized exams in the assessment model is to identify more precisely the least developed SOs in order to define and implement educational strategies necessary for students to achieve them in each engineering program.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Assessment" title="Assessment">Assessment</a>, <a href="https://publications.waset.org/search?q=hard%20skills" title=" hard skills"> hard skills</a>, <a href="https://publications.waset.org/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/search?q=standardized%20tests." title=" standardized tests."> standardized tests.</a> </p> <a href="https://publications.waset.org/10008728/complementing-assessment-processes-with-standardized-tests-a-work-in-progress" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008728/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008728/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008728/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008728/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008728/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008728/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008728/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008728/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008728/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008728/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008728.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">803</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">312</span> The Flashbulb Memory of the Positive and Negative Events: Wenchuan Earthquake and Acceptance to College</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Aiping%20Liu">Aiping Liu</a>, <a href="https://publications.waset.org/search?q=Xiaoping%20Ying"> Xiaoping Ying</a>, <a href="https://publications.waset.org/search?q=Jing%20Luo"> Jing Luo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>53 college students answered questions regarding the circumstances in which they first heard about the news of Wenchuan earthquake or the news of their acceptance to college which took place approximately one year ago, and answered again two years later. The number of details recalled about their circumstances for both events was high and didn-t decline two years later. However, consistency in reported details over two years was low. Participants were more likely to construct central (e.g., Where were you?) than peripheral information (What were you wearing?), and the confidence of the central information was higher than peripheral information, which indicated that they constructed more when they were more confident.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=flashbulb%20memory" title="flashbulb memory">flashbulb memory</a>, <a href="https://publications.waset.org/search?q=consistency" title=" consistency"> consistency</a>, <a href="https://publications.waset.org/search?q=reconstructive%20error" title=" reconstructive error"> reconstructive error</a>, <a href="https://publications.waset.org/search?q=confidence" title=" confidence"> confidence</a> </p> <a href="https://publications.waset.org/6656/the-flashbulb-memory-of-the-positive-and-negative-events-wenchuan-earthquake-and-acceptance-to-college" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6656/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6656/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6656/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6656/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6656/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6656/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6656/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6656/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6656/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6656/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2439</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">311</span> Math Curriculum Adaptation for Disadvantaged Students in an Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tai-Hwa%20Emily%20Lu">Tai-Hwa Emily Lu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was a part of the three-year longitudinal research on setting up an math learning model for the disadvantaged students in Taiwan. A target 2nd grade class with 10 regular students and 6 disadvantaged students at a disadvantaged area in Taipei participated in this study. Two units of a market basal math textbook concerning fractions, three-dimensional figures, weight and capacity were adapted to enhance their math learning motivations, confidences and effects. The findings were (1) curriculum adaptation was effective on enhancing students- learning motivations, confidences and effects; (2) story-type problems and illustrations decreased difficulties on understanding math language for students from new immigrant families and students with special needs; (3) “concrete – semiconcrete – abstract" teaching strategies and hands-on activities were essential to raise students learning interests and effects; and (4) curriculum adaptation knowledge and skills needed to be included in the pre- and in-service teacher training programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=curriculum%20adaptations" title="curriculum adaptations">curriculum adaptations</a>, <a href="https://publications.waset.org/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/search?q=disadvantaged%0Astudents" title=" disadvantaged students"> disadvantaged students</a>, <a href="https://publications.waset.org/search?q=inclusive%20classroom" title=" inclusive classroom"> inclusive classroom</a> </p> <a href="https://publications.waset.org/13846/math-curriculum-adaptation-for-disadvantaged-students-in-an-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13846/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13846/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13846/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13846/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13846/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13846/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13846/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13846/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13846/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13846/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13846.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2726</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">310</span> Tobephobia: Teachers- Ineptitude to Manage Curriculum Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=P.%20Singh">P. Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, Tobephobia (TBP) alludes to the fear of failure experienced by teachers to manage curriculum change. TBP is an emerging concept and it extends the boundaries of research in terms of how we view achievement and failure in education. Outcomes-based education (OBE) was introduced fifteen years ago in South African schools without simultaneously upgrading teachers- professional competencies. This exploratory research, therefore examines a simple question: What is the impact of TBP and OBE on teachers? Teacher ineptitude to cope with the OBE curriculum in the classroom is a serious problem affecting large numbers of South African teachers. This exploratory study sought to determine the perceived negative impact of OBE and TBP on teachers. A survey was conducted amongst 311 teachers in Port Elizabeth and Durban, South Africa. The results confirm the very negative impact of TBP and OBE on teachers. This exploratory study authenticates the existence of TBP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Curriculum%20change" title="Curriculum change">Curriculum change</a>, <a href="https://publications.waset.org/search?q=fear%20of%20failure%20in%20education" title=" fear of failure in education"> fear of failure in education</a>, <a href="https://publications.waset.org/search?q=outcomes-based%20education" title=" outcomes-based education"> outcomes-based education</a>, <a href="https://publications.waset.org/search?q=Tobephobia." title=" Tobephobia."> Tobephobia.</a> </p> <a href="https://publications.waset.org/492/tobephobia-teachers-ineptitude-to-manage-curriculum-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/492/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/492/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/492/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/492/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/492/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/492/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/492/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/492/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/492/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/492/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/492.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2133</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">309</span> The Wheel Garden: Project-Based Learning for Cross Curriculum Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sherry%20S.%20Herron">Sherry S. Herron</a>, <a href="https://publications.waset.org/search?q=Douglas%20Magomo"> Douglas Magomo</a>, <a href="https://publications.waset.org/search?q=Paula%20Gossard"> Paula Gossard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this article, we discuss project-based learning in the context of a wheel garden as an instructional tool in science and mathematics education. A wheel garden provides multiple opportunities to teach across the curriculum, to integrate disciplines, and to promote community involvement. Grounded in the theoretical framework of constructivism, the wheel garden provides a multidisciplined educational tool that provides a hands-on, non-traditional arena for learning. We will examine some of the cultural, art, science, and mathematics connections made with this project.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Art%20education" title="Art education">Art education</a>, <a href="https://publications.waset.org/search?q=cross-curriculum%20instruction" title=" cross-curriculum instruction"> cross-curriculum instruction</a>, <a href="https://publications.waset.org/search?q=multicultural%20education" title=" multicultural education"> multicultural education</a>, <a href="https://publications.waset.org/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/search?q=school%20gardens" title=" school gardens"> school gardens</a>, <a href="https://publications.waset.org/search?q=task%20based%20learning." title=" task based learning."> task based learning.</a> </p> <a href="https://publications.waset.org/15385/the-wheel-garden-project-based-learning-for-cross-curriculum-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15385/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15385/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15385/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15385/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15385/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15385/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15385/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15385/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15385/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15385/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15385.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2836</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">308</span> Validation of the Career Motivation Scale among Chinese University and Vocational College Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wei%20Zhang">Wei Zhang</a>, <a href="https://publications.waset.org/search?q=Lifen%20Zhao"> Lifen Zhao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present study aims to translate and validate the Career Motivation Scale among Chinese University and vocational college teachers. Exploratory factor analysis supported a three-factor structure that was consistent with the original structure of career motivation: career insight, career identity, and career resilience. Confirmatory factor analysis showed that a second-order three-factor model with correlated measurement errors best fit the data. Configural, metric, and scalar invariance models were tested, demonstrating that the Chinese version of the Career Motivation Scale did not differ across groups of school type, educational level, and working years in current institutions. The concurrent validity of the Chinese Career Motivation Scale was confirmed by its significant correlations with work engagement, career adaptability, career satisfaction, job crafting, and intention to quit. The results of the study indicated that the Chinese Career Motivation Scale was a valid and reliable measure of career motivation among university and vocational college teachers in China.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Career%20motivation%20scale" title="Career motivation scale">Career motivation scale</a>, <a href="https://publications.waset.org/search?q=Chinese%20university%20and%20vocational%20college%20teachers" title=" Chinese university and vocational college teachers"> Chinese university and vocational college teachers</a>, <a href="https://publications.waset.org/search?q=measurement%20invariance" title=" measurement invariance"> measurement invariance</a>, <a href="https://publications.waset.org/search?q=validation." title=" validation."> validation.</a> </p> <a href="https://publications.waset.org/10013068/validation-of-the-career-motivation-scale-among-chinese-university-and-vocational-college-teachers" 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