ethanporcaro/eric-fulltext-meta huggingface dataset:
How Teachers Deal with Bullying: Best Practices for Identifying and Dealing with Bullying Behaviors among High School Students
Author: Gleason, Katherine
Date: 2011-00-00
Type: Reports - Research
Subjects: High School Students,Bullying,Social Environment,Identification,Classroom Techniques,Secondary School Teachers,Incidence,Interviews,Teacher Attitudes,Teacher Characteristics,Computer Mediated Communication,Internet,Educational Strategies,Best Practices

Today's youth are in a social environment where being the brunt of jokes and harassment of their peers is an accepted and encouraged norm. It is not exactly clear what teachers do to deal with bullying in their classrooms. Much of the research on bullying has focused on elementary and middle school level students. Little is known about bullying at the high school level. My research investigated how teachers, administrators and guidance staff members  have dealt with bullying behaviors and situations in the high school setting. The research shows that bullying behaviors are more prevalent in the school but in new behaviors that teachers are ill equipped to manage. It is clear that bullying behavior is on the increase and more needs to be done to teach the high school faculty and staff how to identify and deal with bullying behavior among students. Appended to this document are: (1) Appendix A: Letter of Consent; and (2) Appendix B: Interview Questions.
SMARTMUSIC: Using Technology to Assess Rhythmic Ability within Instrumental Music in the Elementary School Classroom
Author: Astafan, Christine
Date: 2011-04-18
Type: Reports - Research
Subjects: Music Education,Music Teachers,Elementary School Teachers,Web Based Instruction,Student Evaluation,Technology Uses in Education,Computer Software Evaluation,Music,Performance Tests,Questionnaires,Pretests Posttests,Grade 5,Musicians

Technology has become an important tool for today's teachers within their classrooms. The music field is experiencing that same importance. One tool that has been developed is "SmartMusic". The purpose of this research was to measure students' progression with rhythm using SmartMusic as an assessment tool to see if it actually benefits the students or hinders their progress. Research tools used were questionnaires, pre and post performance tests, as well as performance quizzes. The research question for this topic is, SmartMusic; Can it Help Students to Progress in the Instrumental Classroom? Focus on:  RHYTHMIC ABILITY. Appended to this document are: (1) Parent/Student Informed Consent; (2) Student Questionnaire; (3) Performance Test; and (4) Mini Checks. (Contains 24 figures and a bibliography.)
Collaboration between General Education Teachers and Related Service Providers
Author: Blask, Fallon
Date: 2011-00-00
Type: Reports - Research
Subjects: General Education,Regular and Special Education Relationship,Inclusion,Mainstreaming,Federal Legislation,Disabilities,Cooperation,Teacher Collaboration,Cooperative Planning,Related Services (Special Education),Teacher Attitudes,Barriers,Questionnaires,Interviews,Professional Development,Parent Participation,Administrator Role,Rural Schools,Elementary Schools,Special Education Teachers

Inclusion for students with disabilities into the general education classroom has grown exponentially over the last decade. With legislation, such as, No Child Left Behind (NCLB) and The Individuals with Disabilities Educational Improvement Act (IDEA) of 2004 schools are moving towards integrating their classrooms more than they ever have in the past. The main focus of my research was the attitudes and perceptions of teachers towards collaboration and their perceptions of collaboration with service providers. In order to provide the most appropriate and least restrictive environment possible for students with disabilities all teachers and providers must be &quot;on the same page.&quot; I found some barriers which restrict collaboration between general education teachers and related service providers. Five appendices are included: (1) Administration Consent; (2) Teacher Consent; (3) Reminder Letter; (4) Questionnaire to Teachers; and (5) Interview Questions. (Contains 3 tables and 9 graphs.)
Melodies That Help: The Relation between Language Aptitude and Musical Intelligence
Author: Fonseca-Mora, M. C.
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Acquisition,Music,Languages,Relationship,Learning Theories,Infants,Language Aptitude,Auditory Discrimination,Second Languages,Second Language Learning,Learning Modalities,Intelligence,Grade 6

Music and rhythm have been defined as powerful aids to language learning, memory, and recall. But is this due to structural and motivational properties of instrumental music and songs, or is there a relation between learners' language aptitude and musical intelligence? It seems that everyone who feels motivated to do it is able to learn other languages to some degree, as long as an appropriate learning method is used. However, learning foreign languages is not easy, as many variables need to be considered if the desired result is optimal language learning in a non bilingual environment. Probably, one of the main obstacles to learning a foreign language in this context is the lack of continuous target language auditory input. While in first language acquisition babies start receiving sonorous stimuli in their mother's womb, in foreign language learning opportunities to receive auditory input are mainly limited to the classroom, the teacher, the classmates, and situations in which listening is included in the lesson. Language acquisition depends on interaction. With interactions affect has been shown to be a mediating force for communication to become successful. For instance, teacher talk and parental talk share many similar features. Both can be described as simplified codes created to help the hearer to learn and understand language (Arnold and Fonseca-Mora, 2007). They share features such as the frequent use of repetition, of formulaic expressions, expansions, preference for simplified vocabulary, change in voice volume, and modification of intonational contours. These speech melodies are indicators of emotions and they have a great impact on communication because, as Berger and Schneck (2003: 689) state: "Humans are not thinking machines that feel, but rather, feeling machines that think." These melodies become a help for language learning. Exaggerated melodic contours found in adult-directed-to-infant-speech are considered to be parental intuitive behaviour to guide their babies' musical beginnings (Papousek 1996), but they are also seen as a species-specific learning guidance towards language (Feu and Pinero 1996, Wermke and Mende 2009). Melodies, and music in general, are present in the language teaching context as well. (Contains 2 tables.)
The Influence of Mindfulness and Emotion Skills Training on Teachers' Classrooms: The Effects of the Cultivating Emotional Balance Training
Author: Jennings, Patricia A.
Date: 2011-04-18
Type: Reports - Research
Subjects: Elementary School Teachers,Secondary School Teachers,Mental Health,Well Being,Emotional Adjustment,Program Development,Intervention,Classroom Environment,Control Groups,Teacher Attitudes,Student Behavior,Behavior Problems

Cultivating Emotional Balance (CEB), an emotion skills and mindfulness intervention, improved wellbeing in a sample of teachers. Two studies examined whether such gain is associated with improvements in classrooms. Study 1 examined post-intervention differences in 20 dimensions of classroom climate (N = 21). CEB teachers were rated higher in productivity than controls. Study 2 was a randomized, controlled pilot trial of 35 teachers with longitudinal assessments of classroom climate, wellbeing, and attitudes towards challenging students. Although the CEB group reported more mindful observing compared to the control group at follow-up, the groups did not differ on classroom climate or attitudes. (Contains 6 tables and 1 figure.)
Transforming Educational Knowledge through Making Explicit the Embodied Knowledge of Educators for the Public Good
Author: Delong, Jacqueline
Date: 2011-04-09
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Research,Educational Theories,Action Research,Teacher Student Relationship,Teacher Influence,Context Effect,Theory Practice Relationship,Feedback (Response),Evidence

This paper focuses on making explicit the embodied knowledge of educators using a living theory methodology and inciting the social imagination to create educational research for the public good. Using evidence from international contexts, the meanings of the energy-flowing values that educators use to explain their educational influences in their own learning and in the learning of others, are becoming more explicit. The evidence includes the living educational theories of professional educators, educational leaders and students as they study their practice in improving practice and creating cultures of inquiry. The authors study their practice in their own contexts building on learning from each other and from critiques of AERA presentations in improving the interpretation of multimedia data to represent and generate knowledge. Visual narratives are used to bring practitioner knowledges into the Academy with living standards of judgment. (Contains 4 images.)
Consciousness in Mathematical Problem Solving: The Focus, the Fringe, and Non-Sensory Perception. Technical Report. No. 2004-1
Author: Selden, John
Date: 2004-04-08
Type: Reports - Evaluative
Subjects: Problem Solving,Mathematics Skills,Schemata (Cognition),Guidelines,Equations (Mathematics),Mathematical Logic,Validity,College Students,Error Patterns,Calculus

In this paper, we will discuss the way various features of consciousness interact with each other and with cognition, specifically, the cognition of mathematical reasoning and problem solving. Thus we are interested in how consciousness and cognition "work," in a somewhat mechanistic way, rather than in larger philosophical questions about consciousness. Our goal is ultimately to answer questions like: Where does one's "next" idea come from? Answers to such smaller questions may eventually help in understanding the nature of consciousness itself. We will discuss the relationship between consciousness and cognition in terms of  two illustrations, and recall and extend some features of consciousness pointed out by Mangan (1993, 2001), following William James. The resulting framework will then be used do analyze three situations from mathematics: students (I) evaluating proofs, (II) writing equations, and (III) failing to use "adequate" knowledge to solve problems. A bibliography is included.
The Effects of Perceived Peer Behavior and Visual Art Content on Students' Moral Action Confidence
Author: Cuevas, Ashley Kukula
Date: 2011-04-13
Type: Reports - Research
Subjects: Middle School Students,Rural Schools,Questionnaires,Moral Issues,Peer Influence,Student Behavior,Moral Values,Art Education,Course Content,Prosocial Behavior,Social Development,Comparative Analysis,Playgrounds,Values Education,Ethics,Decision Making,Antisocial Behavior

The purpose of this study was to examine whether observable peer behaviors and art unit content would positively influence moral confidence. The hypothesis was tested on 15 middle school students in a semi-rural school district in Central New York. Students completed questionnaires before and after participating in an art unit with pro-social themes. Answers from the questions were assigned numerical values based on their degree, and the cumulative score within a single questionnaire was referred to as a Moral Action Score. This score was recorded before and after the unit. The scores were also compared between three versions of the questionnaire. Moral dilemmas within the three versions displayed either pro-social, anti-social, or no peer behavior at all. Results suggest that unit content has the potential to influence students' moral confidence. Data also indicates that perceived peer behaviors are even more influential in raising or lowering a student's confidence to take moral action. It is therefore recommended that teachers make the effort to include moral action and pro-social content within unit instruction and encourage students to take action in accordance with their own values.
Errors and Misconceptions in College Level Theorem Proving. Technical Report. No. 2003-3
Author: Selden, Annie
Date: 2003-08-00
Type: Reports - Descriptive
Subjects: Educational Strategies,Research Methodology,Misconceptions,Error Patterns,Mathematical Logic,Validity,Mathematics Skills,Classification,Mathematics Instruction,Logical Thinking,Algebra,College Mathematics

In this paper we describe a number of types of errors and underlying misconceptions that  arise in mathematical reasoning. Other types of mathematical reasoning errors, not associated with specific misconceptions, are also discussed. We hope the characterization and cataloging of common reasoning errors will be useful in studying the teaching of reasoning in mathematics. (Contains 9 endnotes.) [This paper is published in: Novak, Joseph D., Ed. "Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics" Volume III, July 1987, Cornell University, p457-470.]
The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 24-25, 2011). Volume 2011, Issue 1
Author: Russell, William Benedict, III, Ed.
Date: 2011-02-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Social Studies,Conference Papers,Annual Reports,Professional Associations,Social Justice,Learner Engagement,Teacher Attitudes,Instructional Films,Case Studies,Teaching Guides,Constructivism (Learning),Educational Environment,United States History,Professional Development,Rural Areas,School Holding Power,Elementary School Curriculum,Primary Sources,Classroom Techniques,Vocabulary Development,Citizenship,Citizenship Education,Educational Development,Educational Strategies,Educational Change,Change Strategies,Critical Thinking,Educational Practices,Video Games

The &quot;ISSS Annual Conference Proceedings&quot; is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2010 proceedings, see ED509647.]
Measuring Malaysia School Resource Centers' Standards through iQ-PSS: An Online Management Information System
Author: Zainudin, Fadzliaton
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Lifelong Learning,Intelligence Quotient,Resource Centers,Management Information Systems,Foreign Countries,Educational Technology,School Libraries,Librarians,Information Technology

The Ministry of Education has come up with an innovative way to monitor the progress of 9,843 School Resource Centers (SRCs) using an online management information system called iQ-PSS (Quality Index of SRC). This paper aims to describe the data collection method and analyze the current state of SRCs in Malaysia and explain how the results can be used to make informed decisions on further development and improvement of SRCs. The paper contributes to a deeper understanding of the factors that are involved in the process of achieving and maintaining the quality and excellence of SRC services to school children and at the same time, inculcating lifelong learning habits. (Contains 19 figures.)
Serving up a Smorgasbord of Collaborative Practice: Keys to Approaching Collaboration in Your School and How to Encourage Teaching Colleagues to Participate in This Journey with You
Author: White, Senga
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Educational Objectives,Outcomes of Education,School Libraries,Foreign Countries,Case Studies,Partnerships in Education,Librarian Teacher Cooperation,Educational Practices,Performance Factors,Educational Improvement,Improvement Programs,Educational Strategies

Collaborative practice which acknowledges differentiated learning needs of students, diverse long term educational outcomes, and acknowledges the respective skill sets of both teacher and librarian in delivering a curriculum which embraces the future focused needs of 21st century learners--to be literate and numerate, critical and creative thinkers, active seekers, users and creators of knowledge, informed decision makers, and active participants in their future world. Looking at the journey of two school library managers and their diverse school communities, both involved in the Otago/Southland Information Literacy Project from June 2007 to November 2008. This project, commissioned by the National Library of New Zealand in collaboration with the Otago University Education Department and the New Zealand Ministry of Education, involved the participation of librarians and teachers from seven schools from the Otago and Southland regions of New Zealand looking at a collaborative approach to student learning outcomes and focused on year 8 students. Collaboration in the case studies outlined has resulted in improved communication and understanding of expertise between teachers and librarians, and in improved learning outcomes for students. The work is just beginning, and as the information environment continues its exponential expansion, the combined strength of collaborative teaching will share the burden between teachers and librarians. Both parties bring individual strengths to the partnership, and each party also learns from the other, benefiting the professional practise of each. Students are better served by working with two professionals, and the benefit of seeing their teachers working collaboratively, as we so often expect them to do, cannot be overstated.
Milwaukee Longitudinal School Choice Evaluation: Annual School Testing Summary Report 2009-10. SCDP Milwaukee Evaluation. Report # 26
Author: McShane, Michael Q.
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: School Choice,Lunch Programs,Achievement Gains,Demonstration Programs,Norm Referenced Tests,Program Effectiveness,National Norms,Grade 4,Grade 8,Grade 10,Reading Achievement,Mathematics Achievement,Science Achievement,Longitudinal Studies,Achievement Tests,Scores,Low Income,Urban Areas,Comparative Analysis

The purpose of this report is to provide descriptive data regarding the test scores of Milwaukee Parental Choice Program (MPCP) students in grades 4, 8 and 10 in reading, math and science, as reported to the School Choice Demonstration Project 2009-2010. The tables, graphs, and histograms presented in this report provide a snapshot of these students' percentile scores relative to overall national norms, and scaled scores on the Wisconsin Knowledge and Concepts Examinations (WKCE) relative to the Milwaukee Public Schools (MPS) free- and reduced-price lunch program (FRL) students. Because national norms are based on students with &quot;average&quot; educational circumstances, and the MPCP exclusively serves low-income inner-city students, the fact that their average levels of performance on norm referenced tests cluster around the lower one-third of the distribution is not surprising and should not be interpreted to indicate that the MPCP in general or MPCP schools in particular are necessarily doing a poor job of educating students. The comparison of the scaled scores of the Choice students and schools that took the WKCE with the scores of MPS FRL students and schools similarly is presented descriptively with no claim that the schools themselves were independently responsible for the various results. Any reliable determination of the effectiveness of a school choice program like the MPCP can only come from a rigorous longitudinal study that follows a representative group of choice students over time and compares their achievement gains to those of a comparable set of public school students. The MPCP Longitudinal Education Growth Study (LEGS) will serve as the proper source for such a determination. A list of schools with MPCP students in tested grades operation through May 2010 is appended. (Contains 5 tables, 14 figures and 9 footnotes.)
Milwaukee Independent Charter Schools Study: Report on Two- and Three-Year Achievement Gains. SCDP Milwaukee Evaluation. Report # 25
Author: Witte, John F.
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Private Schools,Achievement Gains,Academic Achievement,School Districts,Student Characteristics,School Choice,Reading Achievement,Mathematics Achievement,Longitudinal Studies,Achievement Tests,Scores,Comparative Analysis

The general purpose of this study is to assess the effectiveness of Milwaukee's independent charter schools in promoting student achievement growth. Independent charter schools are authorized by non-school district entities and are considered &quot;independent&quot; because they are not a part of the Milwaukee Public School District (MPS). Specifically, the report presents the results of an analysis comparing achievement gains of independent charter students to the achievement gains of a group of matched comparison students attending MPS. Students were matched on prior achievement and propensity scores, which help to control for differences between students on observable characteristics. Based on three years of student achievement growth, charter school students outperformed MPS students in both reading and mathematics after controlling for baseline achievement and other student characteristics. Drawing upon the authors' earlier study of charter school gains (Witte et al., 2010), they see a clear pattern of positive charter school effects growing over time. Supplementary analysis revealed that conversion independent charter schools--schools that converted from private schools--as a subgroup did better than MPS schools in all three growth years. In the third growth year non-conversion charter schools also did better than MPS schools in mathematics but not necessarily in reading. Further analyses indicate that after three years charter schools appear to have the greatest positive impact on students at the lower end of the achievement distribution. When looking specifically at &quot;stayer students&quot;, or those who remained in their initial sector (charter or traditional) for four years, the performance of charter stayers was much higher than that of MPS stayers after three years. Appended are: (1) Study Attrition; and (2) School Switching. (Contains 16 tables, 1 figure and 17 footnotes.)