ethanporcaro/eric-fulltext-meta huggingface dataset:
A Conceptual Analysis of the Knowledge of Prospective Mathematics Teachers about Degree and Radian
Author: Tuna, Abdulkadir
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Preservice Teacher Education,Mathematical Concepts,Trigonometry,Qualitative Research,Statistical Analysis,Coding,Misconceptions,Foreign Countries,Problem Solving,Mathematical Formulas,Measurement

This study examined the knowledge levels of prospective mathematics teachers about the concepts of degree and radian, which are among the angle measuring units that constitute the basis of trigonometry, and the relationships between those concepts. The study group consisted of 93 prospective mathematics teachers attending a state university in Turkey. Qualitative and quantitative research methods were used for data collection and analysis. 4 questions about the concepts of degree and radian were asked to the prospective mathematics teachers. The responses of the prospective teachers were categorized as correct and incorrect. Then, incorrect answers were divided into sub-categories by means of coding method and presented in tables. According to research findings, 40% of the prospective mathematics teachers defined the concept of degree correctly while approximately 90% made an incorrect definition of radian.
Supplemental Instruction and Academic Success and Retention in Science Courses at a Hispanic-Serving Institution
Author: Meling, Vanessa B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Institutional Characteristics,Chemistry,Physics,STEM Education,Educational Practices,Intervention,Academic Persistence,Science Instruction,College Students,Barriers,Statistical Analysis,Grades (Scholastic),Science Achievement

This study provides insight into the effectiveness of Supplemental Instruction (SI) at a Hispanic-serving institution (HSI), particularly with Hispanic students. The United States Department of Education (2010) defines an HSI as having a 25% or greater full-time, Hispanic student enrollment and 50% or more of all students are eligible for need-based financial aid. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage of Hispanic populations to find ways where they will support and retain a growing number of minority degree-seeking students. One of the biggest challenges for HSIs is not only increasing retention, but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. The study contributes to the existing research that shows that SI is an effective student success intervention in improving academic success and course retention among Hispanic students in STEM related courses. The results showed a significant difference in academic success and course completion among Hispanic students at an HSI with SI participation in Chemistry and Physics courses.
A Puzzle in the Making: Building Community in Preparation for a Large-Scale School Readiness Study
Author: Horn, Robert A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Development,School Readiness,Educational Quality,Access to Education,Program Evaluation,Teacher Education Programs,State Programs

This article provides lessons learned about community building and child assessment training from an external evaluation of an Arizona statewide initiative for early childhood programs.
Influence of School Environment on the Management of Secondary School Education in Makurdi Metropolis of Benue State, Nigeria
Author: Bua, Felix Terhile
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,School Administration,Secondary Education,Metropolitan Areas,Hypothesis Testing,Secondary School Teachers,Teacher Surveys,Rating Scales,Data Analysis,Goodness of Fit,Leadership Styles,School Community Relationship,Administrator Effectiveness,Questionnaires

The study investigated the influence of school environment on the management of secondary school education in Makurdi Metropolis of Benue State. Two research questions and two hypotheses guided the study. The survey design was adopted for the study. Four hundred (400) teachers from 20 grant aided secondary schools in Markurdi Metropolis of Benue state constituted the sample for the study. The study selected its respondents using simple random sampling technique. A structured 10-item four point rating scale questionnaire titled &quot;Influence of School Environment on Management of Secondary School Questionnaire&quot; (ISEMSSQ) was constructed by the researchers and used to collect data for the study. The data collected were analyzed using frequency counts, percentages, mean and standard deviation to answer research questions while chi-square (x[superscript 2]) test of goodness of fit was deployed to test the hypotheses at p&lt;0.05 level of significance. The study revealed that there was a significant influence of leadership style and school-community relations on secondary schools in Makurdi metropolis of Benue state. It was recommended that School heads or administrators should adopt the most appropriate leadership style based on school situation for effective management of their environment and that schools host communities be considered in the running of schools, especially in matters concerning students' welfare.
The Relevance of Historically Black Colleges and Universities in Preparing Black Educators and Teachers
Author: Collins, Edward
Date: 2013-00-00
Type: Journal Articles
Subjects: Black Colleges,Preservice Teacher Education,African American Teachers,Career Readiness,Bachelors Degrees,Longitudinal Studies,College Graduates,Education Majors,Comparative Analysis,Grants

This study examines the teacher readiness of Black graduates of Historically Black Colleges and Universities (HBCUs) relative to non-HBCUs. To accomplish this objective, this paper identifies several components of preparation available from the Baccalaureate and Beyond Longitudinal Study 2008/2009 (B&amp;B: 08/09). Of the K-12 teaching preparation factors, significant differences were found between HBCU and non-HBCU graduates within a bachelor's degree teaching major. In addition, the study revealed that HBCU graduates maintained the highest proportion of teaching preparation across all variables, with the exception of awareness of the Teach Grant Program.
A Study of Utah&apos;s New Century Scholarship (NCS) Program
Author: Kearl, Christine
Date: 2013-00-00
Type: Journal Articles
Subjects: State Programs,Scholarship,High School Students,Program Descriptions,Associate Degrees,College Credits,Dual Enrollment,Acceleration (Education),Costs,Program Evaluation,Career Development,Student Surveys,Cohort Analysis,Multiple Regression Analysis,Gender Differences,Time to Degree,Educational Policy,Statistical Analysis

This was a study about the New Century Scholarship (NCS) program offered to Utah high school students at commencement for earning an Associate of Arts (AA) degree by the time they graduate from high school. An Associate of Arts degree is earning 60 college credits toward a specific AA program. The goal of the NCS program was to assist students to bachelor degree completion faster than the traditional time. This program has been in Utah for 20 years, but no research about the program exists. Annually, the cost to taxpayers is $2 million dollars. This study was conducted to determine if the New Century Scholarship (NCS) expedites bachelor degree completion and if so what variables on the career pathway assisted toward quicker completion. The spring of 2012 the Utah Systems of Higher Education (USHE) emailed and mailed surveys to three cohort groups of high school graduates. The response rate was 56%--high enough to generalize results. Descriptive data, statistical analysis, and multiple-regression tests were run on the data. The most significant discovery was the fact that the NCS does expedite bachelor degree completion for both males and females with an average time to completion of 3.57 years. Females did complete their degree earlier than males by half a year. This is less time than the national average of 4.7 years to bachelor degree completion (Complete College America, 2009). This calculation by Complete College America is without an Associate of Arts degree at the time of high school graduation. Another important finding was the rate of completion for NCS recipients with a bachelor degree at 83.2% for the three year cohort group. The variables that were significant in expediting graduation for the NCS scholarship recipients were gender, college major, and college selection. The multiple-regression analysis identified additional variables that expedited bachelor degree completion. These variables were attending school full-time, enrolling in and attending only one college, and the number of Associate of Arts courses accepted toward bachelor degree completion.
Audio-Enhanced Technology Strengthens Community Building in the Online Classroom
Author: Weber, Michele C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Audio Equipment,Electronic Learning,College Students,Student Attitudes,Student Experience,Phenomenology,Interviews,Virtual Classrooms,Transformative Learning,Sense of Community,Educational Environment,Qualitative Research

The purpose of this phenomenological study was to explore the lived experiences of students in an audio-enhanced online classroom. Online students who had participated in such a classroom experience were interviewed. The interviews were analyzed to explain the students' experiences with the technology online and show how each student perceived the audio within the online classroom. One of the emergent themes was that the use of audio-enhancements in the online environment helps to build community and as a result promotes transformational learning.
School Choice: Demands and Expectations of Chilean Families According to How Much They Pay for Education
Author: Joiko, Sara
Date: 2013-00-00
Type: Journal Articles
Subjects: School Choice,Parent Financial Contribution,Student Costs,Statistical Analysis,Educational Policy,Policy Analysis,Parent Surveys,Predictor Variables,Parent Aspiration,Elementary Secondary Education,Foreign Countries

In the early 1980's an education policy in Chile was formulated that encouraged the private sector to participate more strongly in the delivery of the educational service, with the purpose to achieve to have more students attending the education system and decentralize the education responsibility from the State. On the other hand, in the 1990's it was introduced as a mixed funding mechanism that allowed schools to charge a fee to the families and also receive a public funding. These two neoliberal policies led to the generation of an educational quasi-market model based in the belief of academic freedom of schools and families. From the perspective of rational choice theory, families are expected to choose the school based on academic and quality factors, therefore schools are necessarily forced to improve in this area and the education in Chile will gradually improve. In this article we analyze the school choice process for Chilean families across the 30 years have passed from the implementation of the first education policy around school choice. The purpose is to understand this process from the perspective of how much parents are willing to pay to reach their demands and expectations when they made their choice. This aim is situated as a national problem where school choice in the Chilean context has not been successful in terms of improvement of the education quality. The information that we used is from a quantitative study, which applied a survey to 1,811 parents. From an education policy approach the contribution of this study is to understand from an economic and sociological view the process of parental choice, and to suggest a more effective policy around school choice.
Exploring Partnerships in Early Childhood Teacher Education through Scenario-Based Learning
Author: Sorin, Reesa
Date: 2013-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Early Childhood Education,Guidelines,Vignettes,Online Courses,Teacher Education,Preschool Education,Foreign Countries,Standards,Teaching Methods,Student Attitudes,Online Surveys

Belonging to &quot;a family, a cultural group, a neighbourhood and a wider community&quot; (Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 7) is integral to children's early development and learning. Acknowledging families as &quot;children's first and most influential educators&quot; (DEEWR, 2009, p. 7), DEEWR notes that, &quot;as children participate in everyday life, they develop interests and construct their own identities and understandings of the world&quot; (Ibid). So, when children transition from the family context to participate in early education, establishing and maintaining partnerships with families and community members is essential to early childhood pedagogy. The Early Years Learning Framework acknowledges, &quot;Belonging is central to being and becoming in that it shapes who children are and who they can become&quot; (Ibid). While an important component of education, professional topics such as partnerships can be given less priority in university subjects that focus on curriculum components. To &quot;bridge perceived gaps between subject theory and professional practice&quot; (Errington, 2010, p. 17) professional topics can be explored through scenario-based learning. This paper presents findings about the understanding and implementation of partnerships through scenario-based learning in a third year, online early childhood education subject, &quot;Early Childhood Education and Care 2&quot;. The research question was, &quot;How can scenario-based learning be implemented to increase students' understanding and practice of partnerships?&quot;
Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups
Author: Heyne, Thomas
Date: 2013-00-00
Type: Journal Articles
Subjects: Drug Abuse,Prevention,Self Esteem,Teaching Methods,Gender Differences,Grade 8,Low Achievement,Intervention,Skill Development,Multivariate Analysis,Pretests Posttests,Well Being,Psychological Patterns,Foreign Countries,Quasiexperimental Design,Questionnaires,Statistical Analysis

Our study focused on an educational intervention designed to increase the self-esteem of low-achieving eighth graders. The intervention was a substance-specific life skills program built upon teacher-centered versus student-centered teaching methods. A cluster analysis identified four consumption groups prior to the intervention: A potentially curious cluster (PC), a currently curious cluster (CC), an experimenter cluster (EP) and a consumer cluster (CO). Self-esteem was measured three times in a pre-, post- and retention test design. The in terms of percentage biggest PC cluster only responded positively. A consistent increase was detected among both different teaching methods and both genders. Thus, self-esteem as an important psychological construct of physical well-being could be influenced positively by many students in the context of a substance-specific life skills program. Educational consequences to increase the efficiency of scholastic measures are discussed.
State School Finance System Variance Impacts on Student Achievement: Inadequacies in School Funding
Author: Hoffman, Michael J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Financial Support,Educational Finance,Academic Achievement,State Legislation,Court Litigation,Educational Equity (Finance),Equal Education,Academic Standards,Statistical Analysis,Scores,Measurement Techniques,Resource Allocation,Debt (Financial),Mathematics Achievement,Educational Policy,School Districts,English Language Learners,Educational Research,Cost Effectiveness,Desegregation Litigation,School Desegregation,Urban Schools

Adequate funding for the nation's schools to meet the call for higher student achievement has been a litigious issue. Spending on schools is a political choice. The choices made by state legislatures, in some cases, have failed to fund schools adequately and have incited school finance lawsuits in almost all states. These proceedings are generally brought to compel state legislatures to fulfill their state constitutional responsibilities to children and their families for the appropriation of fiscal resources to fund public education. Furthermore, student and school accountability measures that carry sanctions enforced by the states can be said to set up a reciprocation of duties. This reciprocal duty is where schools have the responsibility of providing effective instructional environments and the states have the responsibility of allocating sufficient resources to schools to provide educational opportunities for students to meet state achievement goals (Schrag, 2003). Examining the relationship of funding to levels of student achievement can reveal deficits in state school finance policy that will require redress if states and their public school districts are to attain commonly acknowledged goals of increased student achievement indicating improves readiness for college and future careers.
Family-Work Conflict and Type-E Personality as Stress Inducers in Married Female Nigerian University Administrators
Author: Shobola, A. A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Family Work Relationship,Conflict,Personality Traits,Stress Variables,Correlation,Multiple Regression Analysis,Females,Women Administrators,Measures (Individuals),Validity,Reliability,Marriage,Foreign Countries,Faculty Workload,College Administration,Coping,Questionnaires

This piece of article is culled from a larger study. The study investigated the relationship between family-work conflict, Type-E personality and stress in married female Nigerian University Administrators. The study adopted ex-post facto design. The sample consisted of 800 female administrators in the senior cadre of executive/administrative officers and above drawn from five Nigerian universities. Two self-constructed instruments on family-work conflict and stress was used to elicit information from the participants which was tagged &quot;Nigerian University Married Female Administrators Stress Scale&quot; (NUMFASS) on one side and Type-E personality on the other hand. The validity and reliability of the instruments was ascertained using Cronbach Alpha Coefficient with a result of 0.73 having applied it on a sample size of 30 respondents as pilot study. Pearson Product Moment Correlation and multiple regression analyses were used to analyze the data generated from the hypotheses that were generated for the study. The findings of the study revealed that family-work conflict and type-E personality significantly induce stress in married female Nigerian University Administrators. The implication is that psycho-social, domestic and working place work load variables have high potency for causing stress in married female Nigerian University Administrators and so should be taken into consideration anytime stress is to be managed or treated. Two types of psychological coping strategies: problem focused and emotion focused strategies were recommended in treating stress among the married female administrators.
Linguistic Effects on Anagram Solution: The Case of a Transparent Language
Author: Sarris, Menelaos E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Word Recognition,Computer Software,Greek,Reading Achievement,Comparative Analysis,Reading Fluency,Correlation,Graphemes,Phonemes,Foreign Countries,Elementary School Students,Statistical Analysis,Scores,Computer Assisted Testing

Anagram solution tasks have been frequently used to assess word recognition processes and relevant research suggests that anagram solution ability is closely related to reading. Recently, the anagram paradigm was utilized to compare reading performance in the Greek language and was found to share significant positive correlation to reading fluency. The aim of the present study is to explore theoretical views with regard to the linguistic effects on solving anagrams in a transparent language with a simple syllabic structure, using custom made software. Results from 76 children illustrate that anagram solution difficulty is influenced by both syllable complexity and grapheme frequency. These variables also explain much of the variation in terms of the number of moves required for solution and the time spent working on anagrams.
Students&apos; Evaluations of Profit and Utility of Higher Education: A Comparative Case Study
Author: Davidovitch, Nitza
Date: 2013-00-00
Type: Journal Articles
Subjects: Case Studies,Higher Education,Comparative Analysis,Student Attitudes,Commercialization,Politics of Education,Social Change,Demography,Questionnaires,Profiles,Employment Potential,Academic Aspiration,Academic Achievement,Work Experience,Participant Characteristics,Educational Benefits,Foreign Countries

This paper reviews the recent turn toward a capitalist approach to higher education with specific reference to the social, demographic, and legislative changes, including growing academic capitalism, which led to a transformation in Israel's higher education system. In an empirical comparative case study of students from Israel and Russia, this study explores students' assessments of profit and utility of an academic education and its value in the respective local job markets. Findings confirm that students have adopted a capitalist approach to academic degrees, to which universities and colleges have responded by incorporating major changes and effectively instituting a paradigmatic shift in the roles and mission of higher education.
Does Everyone Want Social Justice? Conflicting School Governance Perspectives Regarding Social Justice
Author: Bialik, Gadi
Date: 2013-00-00
Type: Journal Articles
Subjects: Governance,Social Justice,School Districts,Educational Policy,Political Attitudes,Government Role,Social Action,Foreign Countries,Educational Change,Administrator Characteristics,Educational Vouchers,Preschool Education,Neoliberalism

The theoretical grounds underlying this paper are the variety of governance perspectives, which represent different political and economic ideologies (Green, 2005; Manzer, 2003). The coexistence of these often clashing attitudes is one of the reasons for policy ambiguity and policy implementation gaps (Malen, 2006). It can also expose disputing social justice agendas of different governing actors (Glatter, 2002; Manzer, 2005). This study diagnoses governance perspectives of two major governing actors in the educational regime (Manzer, 2005): the central government and the Local Education Authorities (LEAs), in order to expose their social justice agendas.