ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Gender on the Attitudes towards the Computer Assisted Instruction: A Meta-Analysis
Author: Cam, Sefika Sumeyye
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,College Students,Student Attitudes,Educational Attitudes,Computer Assisted Instruction,Electronic Learning,Meta Analysis,Statistical Analysis,Publications,Bias,Sample Size,Geographic Regions,Effect Size

The idea that gender factor creates a difference on computer usage and computer-assisted instruction is based upon previous years. At that time, it was thought that some areas like engineering, science and mathematics were for males so it created a difference on the computer usage. Nevertheless, developing technology and females becoming more active in information era alter this imbalance. About analyzing this kind of studies, significant differences exist on behalf of males in some studies, while significant differences exist on behalf of females in some studies, and there is no significant difference in terms of genders in other studies. While gender variable has been dealt as sub-variable in studies conducted with teachers in terms of learning/teaching activities, the number of meta-analyses investigating related teaching method according to gender is limited. In this study, meta-analysis method which gathers the results of different studies on the same specific topic and analyzing these findings statistically, is used. Comprehensive Meta Analysis (CMA) Statistic Program was used for statistical analysis. The data was analyzed by using the method of study effect meta-analysis. Gender factor is a crucial variable for learning and teaching activities. However, with this research, it becomes obvious that it is not such an important factor that can create a huge difference. Publication type, sample type and geographical region are determined as moderator variables with the thought that they can create a difference. Any difference cannot be identified according to publication and sample type at the end of the research.
The Virtual Classroom and Catholic School Leadership Preparation: The LMU Certificate in Catholic School Administration (CCSA) Program
Author: Sabatino, Anthony
Date: 2016-05-00
Type: Journal Articles
Subjects: Computer Simulation,Catholic Schools,Faculty Development,Barriers,Costs,Instructional Leadership,Partnerships in Education,Administrator Education,Program Descriptions,Online Courses,Elementary Secondary Education,Leadership Role,Graduate Study,Standards,Program Evaluation,Certification

Catholic Extension and Loyola Marymount University (LMU) have engaged in a partnership to offer a graduate level, virtual classroom-based Certificate in Catholic School Administration (CCSA) program for novice and prospective leaders in Catholic schools in mission dioceses throughout the United States. This synchronous online Catholic School Leadership Development Initiative is designed for those who currently hold leadership positions in Catholic elementary and secondary schools and those who have been identified for a leadership role in the future. Although leadership development is often identified as a strategic concern for Catholic schools in mission dioceses, these schools often lack opportunities for professional development due to barriers of cost and distance.
The Leadership Challenge: Preparing and Developing Catholic School Principals
Author: Boyle, Michael J.
Date: 2016-05-00
Type: Journal Articles
Subjects: Program Development,Self Concept,Administrator Education,Catholic Schools,Elementary Secondary Education,Leadership Training,Religion,National Standards,Benchmarking,Principals,Internship Programs,Governance,Institutional Mission,Educational Improvement

The increasing emphasis on the myriad of leadership preparation standards have caused university principal preparation programs to necessarily focus on the more secular aspect of leading schools. For the Catholic school principal, this has left little focus on the development of critical strategies to lead for Catholic Identity and faith formation. This article suggests using the National Standards and Benchmarks for Effective Catholic Schools as a framework for Catholic principal preparation programs to address this issue. Additional suggestions for program development are also offered.
The Teaching Alliance as a Framework for Advancing a Relationally Oriented and Jesuit Inspired Teaching and Research Agenda
Author: Estrada, Fernando
Date: 2016-05-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Interpersonal Relationship,Teaching Methods,Student Centered Learning,Classroom Environment,Barriers,Program Implementation,Holistic Approach,Classroom Techniques,Behavioral Objectives,Task Analysis,Graduate Study,Research Needs

While the interpersonal relationship between the student and teacher is important for learning, the specific quality of the student-teacher relationship in higher education and its effects on learning remains understudied. Striving to enliven this area of study is the concept of the teaching alliance as understood through Jesuit tradition. The alliance defines the quality of the student-teacher relationship as the degree of shared agreement over the goals and tasks of a course, as well as the presence of a positive interpersonal bond. Through an Ignatian lens, this framework brings into focus themes in teaching that can bolster learning. This article offers an illustrative example in a graduate-level course for additional reflection upon the practical application of the alliance framework. It ends with pedagogical considerations and an agenda for further scholarship.
Implications of Climate Change for Children in Developing Countries
Author: Hanna, Rema
Date: 2016-00-00
Type: Journal Articles
Subjects: Climate,Children,Developing Nations,Foreign Countries,Nutrition,Academic Achievement,Pollution,Communicable Diseases,Mortality Rate,Migration,Violence,Natural Disasters,Child Health,Natural Resources,Depleted Resources,Water,Economic Factors,Education,Human Capital,Mental Health,Well Being,Public Policy

Climate change may be particularly dangerous for children in developing countries. Even today, many developing countries experience a disproportionate share of extreme weather, and they are predicted to suffer disproportionately from the effects of climate change in the future. Moreover, developing countries often have limited social safety nets, widespread poverty, fragile health care systems, and weak governmental institutions, making it harder for them to adapt or respond to climate change. And the fact that many developing countries have high birth rates and high ratios of children to adults (known as high dependency ratios) means that proportionately more children are at risk there than in the developed world. In this article, Rema Hanna and Paulina Oliva delve into climate change's likely implications for children in developing countries. Such children already face severe challenges, which climate change will likely exacerbate. In particular, most people in developing countries still depend primarily on agriculture as a source of income, and so anything that reduces crop yields--such as excessive heat or rain--is likely to directly threaten the livelihoods of developing-country families and their ability to feed their children. Poor nutrition and economic disruption are likely to lower children's scholastic achievement or even keep them out of school altogether. Children in developing countries also face more-severe threats from both air and water pollution; from infectious and parasitic diseases carried by insects or contaminated water; and from possible displacement, migration, and violence triggered by climate change. How can we temper the threat to children in developing countries? Hanna and Oliva write that we should design and fund policies to shield children in developing nations from the harm caused by climate change. Such policies might include developing new technologies, inventing more-weather-resistant crops, improving access to clean water, increasing foreign aid during disasters, and offering more assistance to help poor countries expand their safety net programs.
The Relationship of a Systemic Student Support Intervention to Academic Achievement in Urban Catholic Schools
Author: Shields, Katherine A.
Date: 2016-05-00
Type: Journal Articles
Subjects: Catholic Schools,Urban Schools,Academic Achievement,Achievement Gap,Intervention,Achievement Tests,Standardized Tests,Mathematics Achievement,Reading Achievement,Language Skills,Elementary School Students,Middle School Students,Comparative Analysis,Hierarchical Linear Modeling,Longitudinal Studies,Poverty Areas,Low Income Students,Student Needs,Grade 6,Case Studies,Scores,Statistical Significance,Language Proficiency,English,Barriers,Effect Size,Public Schools,Social Support Groups

Much of the achievement gap between rich and poor students can be attributed to out-of-school factors, yet few schools have a comprehensive, coordinated system for addressing students' nonacademic needs. Within a group of Catholic schools located in one city, this study examined academic achievement on the Stanford Achievement Test battery in mathematics, reading, and language among second- through eighth-grade students participating in such an intervention, and compared the results with those of similar nonparticipating students in nearby cities. Using hierarchical longitudinal growth modeling and adjusting for demographic characteristics, this study found that students in intervention schools outperformed the comparison group on average in sixth-grade mathematics. Intervention students also experienced significantly higher rates of growth in achievement than the comparison group in all three subjects. The results suggest that systemic service provision models have the potential to help urban Catholic schools meet their mission of educating the whole child and serving the poorest families.
Measuring the Contribution of Roman Catholic Secondary Schools to Students' Religious, Personal and Social Values
Author: Village, Andrew
Date: 2016-05-00
Type: Journal Articles
Subjects: Social Values,Spiritual Development,Secondary Schools,Catholic Schools,Religious Education,School Effectiveness,Educational Benefits,Questionnaires,Student Surveys,Predictor Variables,Correlation,Role of Education,Student Development,Values Education,Values,Foreign Countries,Personality Measures

Roman Catholic schools have been part of the state-funded system of education in England and Wales since the 1850s. Currently, Roman Catholic schools provide places for around 10% of students attending state-maintained primary and secondary schools. The present study employed data collected during the 1990s to compare a range of religious, social, and personal values among 1,948 year 9 and year 10 students from 10 Catholic schools (between 13 and 15 years of age) with those of 20,348 students from 93 schools without a religious foundation. It builds on earlier analyses of the same database by comparing the effect of school foundation after controlling for the individual religiosity of pupils using multilevel linear modelling. The data showed that students attending Catholic schools were significantly different from students attending schools without a religious foundation, after controlling for personal, contextual, psychological and religious factors, in respect of five of the 11 dependent variables tested. Students in Catholic schools were less likely to oppose drug use, more likely to support age-related illegal behaviours, had a poorer attitude toward school, and were more likely to oppose abortion or contraception. Some of these differences were related to the greater disaffection of non-religious pupils at Catholic schools compared with their counterparts in schools without a religious foundation. These findings suggest the value of conducting a comparable study during the 2010s.
Students with Developmental Disabilities in Catholic Schools: Examples in Primary and Secondary Settings
Author: Burke, Meghan M.
Date: 2016-05-00
Type: Journal Articles
Subjects: Catholic Schools,Developmental Disabilities,Models,Inclusion,Elementary Secondary Education,Educational History,Barriers,Private Schools,Institutional Characteristics,Documentation,Comparative Analysis,Financial Support,Academic Accommodations (Disabilities),Program Development,Program Effectiveness,Social Influences,Case Studies

While some Catholic schools include students with disabilities, few serve students with significant support needs. This paper offers two distinct models for including students with developmental disabilities in Catholic schools at the primary and secondary level. Describing programs at Children of Peace School and Notre Dame College Prep School, this paper discusses each program's history, funding, student composition, programming, transition supports, and outcomes. Implications of these models are discussed, as well as the need for further inclusion of students with disabilities in Catholic and other private schools.
Trends in Catholic School Minority Enrollment and Higher Education Entrance over the Recession
Author: Setari, Anthony Philip
Date: 2016-05-00
Type: Journal Articles
Subjects: Catholic Schools,Secondary Schools,Enrollment Trends,Minority Group Students,Economic Impact,Higher Education,Enrollment Rate,African American Students,Hispanic American Students,National Surveys,Data Analysis,Statistical Analysis

Research has shown that enrollment in Catholic secondary schools has positive outcomes for minority students, including increased enrollment in higher education institutions and higher academic achievement. The purpose of this study was to examine if minority enrollment in secondary schools altered over the recession (2007-2009). Results of this study suggest that minority enrollment of Black and Hispanic students in secondary schools increased over the recession, as did Black and Hispanic enrollment in higher education institutions. Data limitations make it impossible to confirm the exact enrollment of minority students in higher education institutions and to establish a direct causal relationship.
Stigma Is the Origin of Bullying
Author: Huggins, Mike
Date: 2016-05-00
Type: Journal Articles
Subjects: Social Bias,Negative Attitudes,Bullying,Stereotypes,Catholic Schools,Court Litigation,Diabetes,Causal Models,Discipline,Labeling (of Persons),Social Isolation,Interpersonal Relationship,Power Structure,Reinforcement,Social Theories,Socialization,Social Behavior,Behavior Problems

Bullying in schools has escalated far beyond childhood teasing. In recent years, torture, murder, and suicide have been associated with bullying (van der Kolk, Weisaeth, &amp; McFarlane, 2007). While bullying is unacceptable behavior in any school, it is particularly problematic in Catholic schools, which must embody Gospel values. Catholic education rests upon essential foundations, three of which include a Christian understanding of what constitutes humanity, finds expression in community formed through communion and essential relationship, and is itself exemplified and sustained by a Gospel witness (Miller, 2006). This article draws from national news stories about court cases related to bullying in Catholic schools. It explores the notion of bullying as a result of stigmatization and uses the extended example of diabetes as a cause for stigma. It concludes with recommendations for Catholic school leaders to address bullying in schools.
Academic Achievement of High School Students in Relation to Their Anxiety, Emotional Maturity and Social Maturity
Author: Puar, Surjit Singh
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Achievement,High School Students,Anxiety,Emotional Development,Maturity (Individuals),Measures (Individuals),Rating Scales,Scores,Exit Examinations,Correlation,Student Surveys,Student Attitudes,Foreign Countries

The present study has been designed to investigate the non-cognitive variables like anxiety, emotional maturity and social maturity and their relationship with academic achievement and also to see the locale-wise differences on the basis of their anxiety, emotional maturity and social maturity. The study was conducted over a sample of 400 (200 rural and 200 urban) high school students studying in Xth class in 8 different schools (4 urban and 4 rural) affiliated to C.B.S.E, New Delhi. Dr Nalini Rao's Social maturity scale, Singh &amp; Bhargava's Emotional maturity scale and Sharma's General Anxiety Scale for Children, were employed to measure students' social maturity, emotional maturity and anxiety. The aggregate score of the selected students in the C.B.S.E. board examinations was taken to show their level of academic achievement. The results reported that there exists a significant relationship between social maturity and academic achievement as well as between anxiety and academic achievement. No significant relationship is observed between Emotional maturity and academic achievement. Rural and Urban high school students differ significantly in their level of anxiety whereas no significant difference was found between them on the variables of Emotional and Social Maturity.
Teachers' Mindset and Responsibilities in Using Virtual Learning Environment (VLE) in Icelandic Schools
Author: Thorsteinsson, Gisli
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Responsibility,Theory of Mind,Virtual Classrooms,Elementary School Teachers,Technology Uses in Education,Technology Integration,Teacher Role,Performance Factors,Interviews,Video Technology,Journal Writing,Technical Support,Role Conflict,Self Efficacy,Faculty Workload,Teacher Education,Transformative Learning,Case Studies,Qualitative Research,Observation

Running Information and Communication Technologies (ICT) classes using Virtual Learning Environments (VLEs) has become a high priority project for many educational institutions, as it offers opportunities for online education and support for conventional education. However, acquiring and deploying a VLE is a difficult task that concerns teachers' responsibilities and their mindset. The primary author has run a series of studies to recognize pedagogical issues of applying a Virtual Learning Environment to support educational activities in school education. The main aim of the studies was to identify regarding the teacher's work that illustrates his mindset and responsibilities during ICT classes in an Icelandic elementary school. The research was based upon the following research questions: (1) Which issues influence the teachers' role in using ICT to support school education?; (2) How do these issues affect his mindset and responsibilities during ICT classes?; and (3) How can a teacher effectively manage these issues? These questions were viewed using a range of explicit techniques in an action research mode. Data was collected from three triangulated studies. The data was analysed and used to formulate a new set of research questions and a more advanced exploration using a following series of case studies. The research indicates that teachers are not always able to make full use of ICT because they lack self-confidence, time for preparation and skill to manage the technology inside the classroom.
Multimedia Approach and Its Effect in Teaching Mathematics for the Prospective Teachers
Author: Joan, D. R. Robert
Date: 2012-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Multimedia Materials,Preservice Teacher Education,Mathematics Instruction,Achievement Tests,Instructional Effectiveness,Student Teacher Attitudes,Experimental Groups,Control Groups,Pretests Posttests,Mathematics Achievement,Teaching Methods,Intermode Differences,Foreign Countries

Multimedia improves the effectiveness of teaching learning process of multimedia in formal or informal setting and utilizing scientific principle. It allows us to sort out the information to analyse and make meaning for conceptualization and applications which is suitable for individual learners. The objectives of the study was to measure the effectiveness of the multimedia approach in teaching Mathematics for prospective teachers and the experimental research is essential for finding out into effective from the population of prospective teachers, the investigator selected 30 students from a college of education in Tamil Nadu. Tools used were Multimedia package for Mathematics prospective teachers developed by D. R. Robert Joan and S. P. Denisia, 2012 and Achievement test in Mathematics developed by D. R. Robert Joan and S. P. Denisia, 2012. In the experimental group, student teachers were taught the subject Mathematics by using this Multimedia package for Mathematics. The control group student teachers were taught using Active learning methodology. Findings of the study showed that there was significant difference between pre-test and post-test scores for the experimental group in learning Mathematics.
Technical Education in Pre and Post Independent India
Author: Janardhana, G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Education,Social Change,Educational Development,Educational Policy,Educational History,Educational Finance,Educational Change,Educational Practices

This paper deals with technical education growth, policies in pre and post independent India. The world is moving forward rapidly and positively, into an era where societies and economies are incrementally based on knowledge. The importance of nations in the 21st Century shall be judged not by their economic strength alone, but also by their power to conceptualize, innovate, invent and bring the benefits of these inventions to their people. With the beginning of the Industrial Revolution, new technologies like business management, pharmacy, and computer technology were developed. The Government emphasized the need for technical manpower to handle these organizations and directed the states to develop technical education on a fast track mode. The All India Council for Technical Education (AICTE) was set-up in November 1945 as a national level apex advisory body and, later on, in 1987 it was given the statutory status by an act of parliament. Due to efforts and initiatives taken during successive Five Year Plans technical education witnessed tremendous growth in quantitative terms with the establishment of engineering colleges, polytechnics, Industrial Training Institutes and so on. But mere quantitative increase in the number of institutions imparting technical education will not help India in realizing her dream of establishing the knowledge society of the future.