ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitudinal and Behavioural Commitment of Students Whilst Being Supervised on Their Thesis Writing. An Experiential Learning Study at St. Xavier&apos;s College, Maitighar, Kathmandu
Author: Rajbhandari, Mani Man Singh
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Motivation,Theses,Personality,Experiential Learning,Cognitive Style,Supervision

Attitudinal and Behavioural Commitment can have high impact on achievement of academic goals; it must be present in supervisors and the students. In this study, an experiential learning research was conducted to find the nurturing of Open Source Understanding (OSU) through the preconditioned nature of Close Source Understanding (CSU) that enables to enhance the students' level of commitment. Qualitative method was applied through open interview structured questions at two levels prior to the completion and post completion of report writings. Respondents were ten students and constant supervisions were carried out. Crystallization and triangulation analysis method were performed to analyse and interpret the data and giving meaning to it. Theoretical construction were designed with commitment theories and reflections of personality and styles/approaches were verified to arrive at this experiential learning study conducted at the St. Xavier's College, with Bachelor's Degree students. The findings suggest that commitment level changes are like the personality that changes in any adult. The results suggest that commitment can be nurtured but have the attributes of personality and styles. Among these two commitment OSU and CSU in students, CSU is grounded in behavioural attributes and directly connected to personality and has high flexibility stretch, whereas OSU is a mind-setting attribute which is time-bound and can be nurtured and can remain consistent. This creates a vibration between their attitudinal and behavioural commitments, which is the pivotal to enhance the Collision of Acceptance (CoA). Alike psychological paradigm, the personality can also have an immense impact on shaping their commitment level, which can be understood by the &quot;Collision of Ignorance&quot; (&quot;CoI&quot;) stage.
UK IBCs&apos; Adaptability in Mainland China: Programs, Practices, and Policies
Author: Scott, Timothy
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicampus Colleges,International Education,Educational Development,Incentives,Educational Policy,Intercollegiate Cooperation,Organizational Culture,Reputation

Aligning a transnational educational framework in an institution's strategic development policy is crucial for UK higher education institutions to remain competitive. Though academia has previously integrated internationalization into their strategic plans, the current saturated educational landscape has demanded a broader spectrum of activities to increase an institution's prestige, reputation, research capacity, and income diversification. Mounting expectations by institutional stakeholders compelled by increasing demands in emerging economies to reduce student outflows have intensified interest in creating international branch campuses. To persuade UK institutions to create additional branch campuses in China, the centralized government has aggressively promoted incentive programs by investing enormous capital in developing the necessary facilities; however, stifling regulations exist. The purpose of this article is to discuss how UK higher education institutions adapt their programs, practices, and policies of their international branch campuses in mainland China through a case study analysis of the University of Nottingham Ningbo and Xi'an Jiaotong-Liverpool University. By discussing the conditions and practices of existing UK institutions operating in China, perspective institutions can determine the suitability of potential expansion utilizing the international branch campus model.
Algebra for 8th Graders: Evidence on Its Effects from 10 North Carolina Districts. Working Paper 87
Author: Clotfelter, Charles T.
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: School Districts,Mathematics Instruction,Secondary School Mathematics,Algebra,Course Selection (Students),Calculus,School Policy,Educational Practices,Knowledge Level,Mathematics Achievement,Geometry,Student Characteristics,Acceleration (Education)

This paper examines the effects of policies that increase the number of students who take the first course in algebra in 8th grade, rather than waiting until 9th grade. Extending previous research that focused on the Charlotte-Mecklenburg school system, we use data for the 10 largest districts in North Carolina. We identify the effects of accelerating the timetable for taking algebra by using data on multiple cohorts grouped by decile of prior achievement and exploiting the fact that policy-induced shifts in the timing of algebra occur at different times in different districts to different deciles of students. The expanded data make it possible to examine heterogeneity across students in the effect of taking algebra early. We find negative effects among students in the bottom 60% of the prior achievement distribution. In addition, we find other sources of heterogeneity in effects.
Returns to Teaching Experience: Student Achievement and Motivation in Middle School. Working Paper 112. Update
Author: Ladd, Helen F.
Date: 2015-12-00
Type: Reports - Research
Subjects: Middle School Students,Student Motivation,Academic Achievement,Middle School Teachers,Teacher Influence,Teacher Effectiveness,Teaching Experience,Student Behavior,Attendance,Reading Achievement,Mathematics Achievement,Tests,Scores

We use rich longitudinally matched administrative data on students and teachers in North Carolina to examine the patterns of differential effectiveness by teachers' years of experience. The paper contributes to the literature by focusing on middle school teachers and by extending the analysis to student outcomes beyond test scores. Once we control statistically for the quality of individual teachers by the use of teacher fixed effects, we find large returns to experience for middle school teachers in the form both of higher test scores and improvements in student behavior, with the clearest behavioral effects emerging for reductions in student absenteeism. Moreover these returns extend well beyond the first few years of teaching. The paper contributes to policy debates by documenting that teachers can and do learn on the job.
Developing Academic Writing Skills in EFL University Students through Haiku Composition
Author: Santillán-Iñiguez, Juan José
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Poetry,College Students,Writing Skills,Academic Language,Vocabulary Development,Language Proficiency,Writing Processes,Audiences,Creative Writing,Grammar,Language Teachers,Spelling,Punctuation

Background: Although there is empirical evidence to support the inclusion of poetry in the EFL classroom, the medium is rarely encountered in language learning environments. Aims: This study aimed to determine the influence of haiku composition tasks on developing academic writing skills of a group of TEFL majors at an Ecuadorian university. Method: The study was part of a larger research project (originally presented as a Master's degree dissertation), developed under a mixed-method approach. This article reports the quantitative findings of the statistical analysis of results of two essay-based tests, administered before and after a six-week treatment that promoted haiku composition practices. Results: The findings determine a positive influence of haiku composition on the development of the academic writing skills of the participants in the study. Discussion: The main benefits of haiku composition in terms of academic writing skill development relate to the vocabulary enrichment and enhancement of linguistic competence, audience awareness, and writing process consciousness. These benefits are linked to the formal meter and reader-centeredness nature of haiku. The results encourage the inclusion of poetry-based creative writing tasks in EFL contexts; the evidence suggests that these activities are feasible and beneficial for motivated learners, particularly when framed within a student-centered process.
Views on the Incorporation of Geolocation Devices in Field Trips
Author: Magallón, Marta
Date: 2022-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Handheld Devices,Information Technology,Field Trips,Technology Integration,Outdoor Education,Security (Psychology),Skill Development,Personal Autonomy

Introduction: Some outdoor activities may have been self-constrained due to the fear of students getting lost. It is a limitation for the school staff and a constraint for students. However, few studies have been developed regarding the possibilities of geolocation as a solution. Aim: The study aims to explore this brand-new issue that could benefit the management of field trips. The study was developed from a mixed-method perspective with a sample of 51 members of an educational community. Methodology: The methodology included surveys to analyze the level of students' autonomy and the views on security by parents, teachers, directive team, and students with the possibility of incorporating these devices. Results: Show that using geolocation devices in field trips improves the sense of security and allows students to develop autonomous skills. Conclusion: Geolocation in field trips has great potential, but it is an understudied field that needs more research and discussion to ensure data privacy.
The Witness Experiences of Bullying in High School Students: A Qualitative Study
Author: Eksi, Halil
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,Bullying,High School Students,Peer Relationship,Student Attitudes,Student Behavior,Foreign Countries

Bullying is a common problem in today's schools. Bullying affects not only victims and bullies but also the other students who witness the bullying. The purpose of this research is to examine the behaviors shown by high school students who have witnessed bullying and the processes that have led them to these behaviors. By with this purpose, the research benefits from grounded theory design. In-depth interviews have been performed with 36 people who voluntarily participated in the research. The qualitative findings of the research show the witness experience of bullying to be a complex process. As a result of the research, firstly school counselors need to do awareness studies on bullying. Because it is seen that students' definitions of bullying are limited to physical bullying. Secondly, situational conditions seem to change the behavior of individuals who witness bullying. Therefore studies will need to be done directed at school administrators', teachers', and school psychologists' development of positive class climates and formation of anti-bullying norms, as well as at increasing peer relations. Thirdly, this study has demonstrated the importance of cognitive empathy. Cognitive empathy should be added to anti-bullying programs. Research has shown that bullying should be handled as a system that includes teachers, victims, bullies, witnesses, and parents.
A Longitudinal Study of Academic Identification among African American Males and Females
Author: McMillian, M. Monique
Date: 2016-00-00
Type: Journal Articles
Subjects: African American Students,Elementary School Students,Gender Differences,Identification (Psychology),Student School Relationship,Student Attitudes,Educational Attitudes,Academic Achievement,Self Esteem,Secondary School Students,Reading Achievement,Mathematics Achievement,Scores,Adolescent Attitudes,Adolescents

Disidentification hypothesis researchers have proposed that African American students start school academically identified; however, over time, African American boys tend to disidentify while girls tend to remain identified. This is the first report to follow up a disidentification study of a group of children first examined during elementary school. The current study aimed to determine whether gender differences in discounting, devaluing, and full-blown disidentification had developed among these 94 African Americans by midadolescence. Multiple regression analyses revealed no gender differences in either discounting or full-blown disidentification; however, the evidence indicated that girls valued academics more than boys.
Negative Stereotypes towards Older People. A Study with Teachers in Initial Training
Author: Moreno-Crespo, Pilar
Date: 2022-00-00
Type: Journal Articles
Subjects: Stereotypes,Social Bias,Older Adults,Preservice Teachers,Student Attitudes,Elementary School Teachers,Teacher Attitudes,Aging (Individuals),Foreign Countries,Health,Memory,Cognitive Ability,Individual Characteristics

Objective: To describe whether there are stereotypes towards older adults by the group of teachers in initial training. Method: The approach was quantitative and not probabilistic through a statistical study with university students preparing to become primary school teachers in the Spanish education system. This training profile includes adult and senior education as an additional professional opportunity. The sample (n=110) has been selected among students of the Primary Education Degree. We have applied the Negative Stereotype Questionnaire for the Elderly (CENVE) and the Educational Stereotype Questionnaire for the Elderly (CEEAM). Results: We suggest that the respondents present some degree of stereotypes towards older adults; the stereotype is greater when we question the deterioration of memory and cognitive impairment in general. However, the data are positive, except that in the case of the health factor we found two items in which respondents reported a higher level of stereotyping. Conclusions: Based on these results, we conclude that it is necessary to work on stereotypical perceptions, especially with students pursuing careers related to education, since their professional performance can lead them to develop their teaching careers in adult and senior education. The education professions must be involved in improving quality of life, active aging, and lifelong learning through professional practice and the elimination of personal and societal stereotypes.
Implementation of the 2012 Upper Secondary School Curriculum in Mexico: A 21st-Century Framework Enquiry
Author: Hernández-Fernández, Jimena
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Curriculum Implementation,Secondary School Curriculum,21st Century Skills,Skill Development,Curriculum Evaluation

Objective: This study aims to analyze how the new upper secondary school curriculum in Mexico captures 21st-century skills and teachers' perceptions of success. Method: The design of the study complies a comparison analysis between the Mexican upper secondary school curriculum and a 21st-century skills framework. Additionally, qualitative data on teachers' perceptions of success is collected through eight focus groups with 72 participants in 4 States of Mexico. Results: The findings show that the curriculum is short in strategies for the development of 21st-century skills. Moreover, although teachers welcome them, they perceive a lack of support and doubt about students' learning capabilities. Conclusions: Although Mexico has progressed in providing a 21st-century skills learning environment through the new curriculum, the educational system remains with the opportunity to offer a more suitable and adequate framework as well as support and training for teachers.
Making the Most of Student Teaching: The Importance of Mentors and Scope for Change
Author: Goldhaber, Dan
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teaching,Student Teachers,Placement,Teacher Education Programs,Preservice Teacher Education,Proximity,Teacher Effectiveness,Teacher Recruitment,Cooperating Teachers

A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher. But the efficacy of policies that aim to have effective teachers serve as mentors depends a great deal on the availability of effective teachers to serve in this role. We therefore use data from Washington State to illustrate that there is ample scope for change in student teacher placements; in other words, there are far more effective teachers within 50 miles of a teacher education program (TEP) who could host a student teacher in each year than the number of teachers who serve in this role. We also discuss the considerable challenges to improvement efforts related to the need for better coordination between TEPs, K-12 school systems, and states. Finally, we argue that, if policymakers value teacher &quot;candidate&quot; development equivalently to teacher &quot;in-service&quot; development, they should be willing to pay substantially more than the current average compensation for mentor teachers to recruit effective teachers to serve in this role. [This article was published in &quot;Education Finance and Policy&quot; (EJ1259717).]
&quot;5Essentials&quot; Survey in CPS: Using School Climate Survey Results to Guide Practice. Research Report
Author: Davis, Laura
Date: 2021-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: Public Schools,Data Analysis,School Surveys,Educational Environment,Accountability,Educational Improvement,Educational Policy,Evidence Based Practice,School Districts,Resource Allocation,Kindergarten,Elementary Secondary Education,School Organization

Despite evidence supporting the importance of school climate, little is known about how practitioners understand and use data from climate surveys to guide schoolwide improvement. The expanded use of school climate surveys underscores the importance of understanding how schools and districts are utilizing this evidence both to drive improvement and to simultaneously evaluate and hold schools accountable. This information is critical to ensuring that policymakers, states, and districts establish appropriate expectations and allocate adequate resources for the data's use in practice. This report explores how schools in Chicago Public Schools (CPS) understand and utilize data from one climate survey, the &quot;5Essentials&quot; Survey, in the context of CPS improvement efforts and accountability policies. Of the more than 50 existing school climate surveys, one of the few with extensive validation is the &quot;5Essentials&quot; Survey. Developed more than twenty years ago by researchers at the UChicago Consortium on School Research (UChicago Consortium), the &quot;5Essentials&quot; Survey is a comprehensive, evidence-based system designed to drive improvement in schools through the identification of strengths and needs associated with five critical domains of school organization. This report encompasses findings from a year-long qualitative study examining the processes and outcomes of practitioners' engagement with the &quot;5Essentials&quot; Survey in the context of school improvement. The study addresses two primary research questions: (1) How do schools understand and utilize data from the &quot;5Essentials&quot; Survey in the context of improvement efforts? and (2) What factors facilitate or impede schools' engagement with their &quot;5Essentials&quot; results? It is hoped that findings from this report will provide helpful information for policymakers, districts, and state and local education agencies considering the use of school climate surveys in accountability, reporting, and/or improvement.
The Educational Attainment of Chicago Public Schools Students: 2020. Research Report
Author: Malone, May
Date: 2021-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: Public Schools,Educational Attainment,Urban Schools,High School Students,High School Graduates,College Graduates,Enrollment,Academic Persistence,Graduation Rate,Racial Differences,Gender Differences,Students with Disabilities,Nontraditional Education,English Language Learners,Educational Indicators

The purpose of this annual report on the educational attainment of Chicago Public Schools (CPS) students is to provide practitioners and other stakeholders with an understanding of how CPS students are progressing on the path to and through high school and college. In particular, it examines three key milestones--high school graduation, college enrollment, and college completion--and track how rates on these milestones have changed across time. Where possible, it disaggregates the data by race/ethnicity and gender, disability status, and, for the first time, English Learner (EL) status to understand which students face more barriers to educational attainment and where different strategies and supports are needed. Additionally, to assess the most recent available rates of high school and college attainment in tandem, the report calculates the Post-secondary Attainment Index (PAI), which represents the proportion of current CPS ninth-graders that would complete any degree or certificate from a two-year or four-year college within 10 years, if current rates of attainment were to hold constant during the next decade. [For the 2019 report, see ED615091.]
Critical Social Justice in the UNC System
Author: Yenor, Scott
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: State Universities,Social Justice,Educational Policy,Educational Change,Diversity,Inclusion,College Administration,School Policy,College Curriculum,Strategic Planning,School Personnel,Administrators,Committees,Educational Finance

Critical Social Justice (CSJ) poses a threat to higher education and to the American way of life. This ideology divides the world into aggrieved minorities and oppressive majorities, reducing people to a group identity grounded in immutable characteristics such as race and sex. It is based on a distorted view of what a human being is, compromising the pursuit of truth and diverting institutions that adopt it away from excellence and merit and toward factionalism. It cultivates resentment and anger among the supposedly aggrieved while undermining the stability, equal treatment, and mutual toleration that contributes to individual happiness and good citizenship. Universities promote CSJ policies under the seemingly innocuous rubric of Diversity, Equity, and Inclusion (DEI). Most schools in the University of North Carolina (UNC) System have adopted CSJ in their strategic plans, and things are accelerating across the system. A system-wide Racial Equity Task Force, which the Board of Governors seemingly empowered, released a report in 2020 to accelerate the push to extend DEI programming into all facets of all the universities. It called for more administrative DEI hiring throughout the system and establishing more new programming aimed supposedly at aggrieved minorities, including curricular changes and more developed retention programs. Scott Yenor and Anna K. Miller argue that in order to decrease the influence of critical social justice across the UNC System, policy reform is necessary. In this report, they recommend what is necessary for policy reform and provide a DEI scorecard for the 16 universities in the UNC system.