ethanporcaro/eric-fulltext-meta huggingface dataset:
Founding of Compulsory Civil Education According to the Education Acts from Second Half of the 19th Century
Author: Lukaš, Mirko
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,European History,Compulsory Education,Educational Legislation,Documentation,Comparative Analysis

Records of education in Croatia occur very soon after the settlement of Croats in this area. It is tied to 9th century and Duke Trpimir. Initial steps of education were not legally bounded nor the school was obligatory. In the second half of the 19th century, more precisely in 1871, with the First Education Act education becomes obligatory. Using the comparative analysis, the contents of the first three education acts from 1871, 1874 and 1888 will be explored as well as historical development and the legal foundations of obligatoriness of education. The paper compares the first pedagogical documentation i.e. education acts of obligatory civic schools in 18 differently grouped categories. After the analysis of the content of pedagogical documentation--original historical material, it is clear that three education acts regulated many pedagogical elements that enabled proper functioning of the first civic schools. In this legal acts schools and the teachers have become concern of the state and an important institution for further social progress and development. This paper provides an insight into the legal beginnings that have served for foundation and later on for contemporary development of education in Croatia and its development up to the present democratically structured schools.
Children's Problem Behaviour and Techniques to Classroom Management: A Case Study of a Preschool Classroom in Klang Valley
Author: Kamarulzaman, Wirawani binti
Date: 2015-05-18
Type: Reports - Research
Subjects: Foreign Countries,Preschool Children,Preschool Education,Nursery Schools,Behavior Problems,Classroom Techniques,English (Second Language),Food,Observation

Classroom management is a skill that every teacher should be equipped well with. Although it is common for children to misbehave once in a while in classrooms, inability for teachers to handle the situation will make the problem behaviour worsen. The study explores some of the problem behaviour that occurred in a classroom in a preschool at Klang Valley area. An observation was done for data collection and it was held for 30 minutes during English lesson and 15 minutes during meal time. It was found that three children were obviously misbehaved during that time. The behaviours include walking around and not submitting worksheet, pushing one another in a line and also making noise with meal bowl and spoon. It was also found that back row of students were talking to each other while teacher was only paying attention to front row students. A few classroom management techniques were also suggested. [A bibliography is included.]
Situated Language Learning: Concept, Significance and Forms
Author: Abdallah, Mahmoud M. S.
Date: 2015-05-20
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Figurative Language,Second Language Instruction,Communities of Practice,Teaching Methods,Task Analysis,Apprenticeships,Constructivism (Learning),Computer Assisted Instruction,Computer Mediated Communication,Drama,Role Playing

Currently, there is a shift in language learning from the &quot;acquisition&quot; metaphor to the &quot;participation&quot; metaphor. This involves viewing learners as active constructors of knowledge who can collaborate together to create meaningful language learning situations and contextualised practices. Thus, this worksheet aims at exploring the concept of 'Situated Language Learning' by shedding some light on its significance and importance for many language learning purposes, and also the forms that it might take represented in the approaches and learning scenarios which are consistent with situated language learning as an umbrella term. These forms include: Community-Based Language Learning (e.g. Community Of Practice and Online Language Learning Communities); Authentic Language Learning Pedagogy; Task-Based Language Learning; Virtual Language Learning (VLL); and Cognitive Apprenticeship Models.
Role of Teacher Educational Institutions in Developing Personality of Student Teachers
Author: Prakash, S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Schools of Education,Teacher Education,Student Teachers,Personality,Correlation,College Role,Student Surveys,Statistical Analysis,Student Financial Aid,Paying for College

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1080 student teachers of Madurai revenue district. A Multi dimensional Personality Inventory constructed by Manju Rani Agarwall was used to get the data from the student teachers. Percentage analysis, Mean, Standard deviation and &quot;t&quot; tests were used for analyzing the data. The results showed that there is significant difference in personality of Government Aided and Self Finance College student teachers.
Web Applications That Promote Learning Communities in Today's Online Classrooms
Author: Reigle, Rosemary R.
Date: 2015-05-15
Type: Reports - Descriptive
Subjects: Online Courses,Educational Technology,Computer Mediated Communication,Interaction,Teacher Student Relationship,Peer Relationship,Computer Oriented Programs,Cooperative Learning,Integrated Learning Systems,Videoconferencing,Electronic Publishing,Social Networks,College Students

The changing online learning environment requires that instructors depend less on the standard tools built into most educational learning platforms and turn their focus to use of Open Educational Resources (OERs) and free or low-cost commercial applications. These applications permit new and more efficient ways to build online learning communities and support recommended best practices by facilitating student dialogues with their instructors, other students, and online resources. Effective online communication and community building begins with synchronous, face-to-face interaction between instructor and student. When such applications are not available on a learning platform, they can be accessed through free or inexpensive web-conferencing tools. Students' interaction with each other fosters academic and social support and participation, and can be achieved with collaborative tools like shared brainstorming apps, blogs, and social media platforms. Students tend to prefer online resources, and many of these resources are convenient, easy to use, and allow a variety of activities that enhance learning outcomes.
Deciphering the Distance between Distance Education and Working Professionals in Difficult Geographies
Author: Pandey, Jatin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Geographic Location,Interviews,Geography,Outcomes of Education,Higher Education,Measures (Individuals),Student Motivation,Occupational Mobility,Student Attitudes

This study investigates the factors that draw working professionals towards distance education programs, and the factors that sustain their distance education experience. The study is conducted in difficult terrains of Uttarakhand, a hilly state in India which helps us investigate the phenomenon in difficult geographies. Through interviews of ten working professionals in this difficult geography these factors are deduced and a conceptual model is then developed. We also tried to find theoretical linkages to the factors identified. The findings are of value to distance educators and students alike.
Educational System Efficiency Improvement Using Knowledge Discovery in Databases
Author: Lukaš, Mirko
Date: 2007-09-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Business,Models,Databases,Access to Information,Information Dissemination,Knowledge Level,Data Analysis,Data Collection,Multivariate Analysis

This study describes one of possible way of usage ICT in education system. We basically treated educational system like Business Company and develop appropriate model for clustering of student population. Modern educational systems are forced to extract the most necessary and purposeful information from a large amount of available data. Clustering (segmentation) allows arranging objects into groups and is especially suitable for discovering personal students' characteristics. At the end, educational system will be more effectiveness after implementation stabile ICT, and appropriate usage of them. In this study we recognized some benefits as possible positive results and changes within the education system. [This paper was published in: &quot;Technical Education in the Process of Change&quot; Scientific Monograph with Papers from the 23rd International Scientific and Professional Conference &quot;Technical Education as a Factor of Lifelong Education.&quot; Banska Bystrica, 3-4 Sep, 2007. p179-188.]
The Pregnancy Assistance Fund as a Support for Student Parents in Postsecondary Education. Fact Sheet #C398
Author: Gunn-Wright, Rhiana
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: College Students,Pregnancy,Financial Support,Federal Programs,Grants,Federal Legislation,Child Rearing,High School Students,Access to Health Care

Pregnancy and parenting can pose special challenges to students enrolled in secondary and postsecondary education, including issues related to child care, financial aid, transportation, and academic and career planning. In some circumstances, the responsibilities related to pregnancy and parenting can undermine students' ability to pursue and complete their educational goals, particularly among students enrolled in community college and other two-year institutions. Only 40 percent of students with dependent children--across all institution types--completed a degree or certificate within six years of enrolling, compared to 54 percent of student who did not have children (Miller, Gault, and Thorman, 2011). Yet, despite the significant challenges many student parents face, few federal programs exist to provide supports to help these student parents succeed in postsecondary education. The Pregnancy Assistance Fund (PAF) is a competitive grant program created by the Affordable Care Act (ACA) that provides funding to states and tribes to support programs that provide pregnant and parenting women and girls with supportive services to help them complete high school or postsecondary degrees (U.S. Department of Health and Human Services 2010a). Only two states, Minnesota and Virginia, have used their PAF grants to provide services related to postsecondary institutions. This fact sheet describes several of the programs and initiatives created by these PAF grantees. Unless otherwise noted, all program information comes from interviews with program officials and staff.
Prepping Colleges for Parents: Strategies for Supporting Student Parent Success in Postsecondary Education. Working Paper
Author: Schumacher, Rachel
Date: 2013-07-00
Type: Reports - Research
Subjects: College Students,Parents,Postsecondary Education,Inclusion,Academic Support Services,Child Care,Student Financial Aid,Student Personnel Services,Mentors,Nontraditional Students,Counseling,Peer Relationship,Health Services,Community Services,Financial Support,Two Year Colleges,Surveys

Almost one in four (3.9 million) students who are enrolled in postsecondary education programs in the United States are also raising a dependent child (Miller, Gault, and Thorman, 2011). These parents are preparing themselves to compete in an American economy in which high skill levels are required to earn a wage sufficient to support a family (Rakesh, 2012). It is important that college campuses are prepared to recognize and support student parents on their path to educational success. Many postsecondary leaders are looking for promising strategies that match the needs and resources of their institutions and students. This brief is a product of the Student Parent Success Initiative (SPSI) at the Institute for Women's Policy Research (IWPR) which provides a framework for thinking about the range of supports student parents typically need and example programs. The brief draws from information and lessons learned that have been collected by IWPR from initiatives supporting student parents at two- and four-year colleges and universities across the country. SPSI resources may be used to inform the decisions of leaders on campuses, in communities, and among policymakers to promote better success rates and stronger families for student parents in postsecondary education. The following are appended: (1) Analysis of Student Parent Program Survey; and (2) Information on the Examples Included in the Toolkit.
Housing Resources and Programs for Single Student Parents at Community and Technical Colleges. Fact Sheet #C396
Author: Thorman, Abby
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: One Parent Family,Early Parenthood,Two Year College Students,Community Colleges,Technical Institutes,Mothers,Low Income Groups,College Housing

Parents with dependent children now make up almost one in four students pursuing higher education in the United States (Miller, Gault, and Thorman 2011). Single parents face particular challenges pursuing higher education, including securing safe and affordable housing. Single mothers often must spend over half of their income on housing expenses, leaving them with less money for educational expenses and vulnerable to housing crises that can easily derail their pursuit of a degree (Bush 2010). An analysis of effective strategies to support single student parents identifies affordable housing as one of the most important factors to ensuring student success (Women Employed 2011). This fact sheet highlights a number of community-based organizations or community college campuses that offer housing and other support to single student parents pursuing postsecondary education. Information for the program descriptions was gathered either from the program's website or follow-up conversations with program staff. Recommendations for community colleges are outlined at the conclusion of this brief.
Child Care, Education, and Job Training: How Investing in Quality Programs Improves Outcomes for Children, Girls, and Women. Research in Brief #L003. Updated
Author: Firlein, Holly
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Females,Educational Opportunities,Child Care,Job Training,Outcomes of Education,Compensation (Remuneration),Labor Force,Economic Development,Access to Education,Postsecondary Education,Poverty,Parents,STEM Education,Science Careers,Intervention,Preschool Education

This Research-in-Brief is one in a series of publications highlighting the Institute for Women's Policy Research's (IWPR) most significant research contributions to policy issues affecting women across IWPR's twenty-five year history. Recognizing that education is the gateway to opportunity, the IWPR has been a significant source of research on education and training, including work on early care and education, girls' experiences in the K-12 system, high quality workforce development opportunities, and postsecondary attainment. IWPR's work has explored the importance of education for improving women's earnings, the importance of access to quality early care and education for mothers' labor force outcomes, methods for improving job quality among early care and education providers, the role of child care in spurring and sustaining economic development, the importance of low-income women's access to postsecondary education as a poverty reduction tool, strategies for increasing the success of student parents in college through providing child care and other supports, and increasing women's representation in higher paying, traditionally male careers such as in Science, Technology, Engineering, and Math (STEM) fields.
Student Parents Face Significant Challenges to Postsecondary Success. Fact Sheet #C376
Author: Miller, Kevin
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: College Students,Parents,At Risk Students,Child Rearing,Barriers,Success,One Parent Family,Marital Status,Standardized Tests,Scores,Student Needs,Remedial Instruction,Language Arts,Literacy,Achievement Gap,Parent Background,Educational Attainment,Socioeconomic Influences,Grants,Student Employment

Barriers to success in postsecondary programs for student parents can be identified in data from the 2008 National Postsecondary Student Aid Survey, administered by the U.S. Department of Education. Indicators show that basic literacy skills of student parents lag behind those of students without children. Upon arriving at postsecondary institutions, student parents are more likely than non-parents to have SAT Verbal scores of less than 400 (or equivalent ACT scores) and to have taken fewer than four years of high school English classes. Once enrolled, student parents are also more likely to take remedial classes than are students without children. These comparisons are true for both single and married student parents, but are even more dramatic for single parents. Thirty-four percent scored less than 400 on the SAT Verbal section (or equivalent on the ACT), more than twice the proportion of students without children. Although student parents face many challenges, student parents can and do succeed in completing postsecondary credentials at all levels. Access to academic counseling, financial aid, public assistance, and child care can help student parents obtain postsecondary credentials that place their families on a path to economic self-sufficiency.
College Students with Children Are Common and Face Many Challenges in Completing Higher Education. Briefing Paper #C404
Author: Nelson, Bethany
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: College Students,Parents,Child Rearing,Barriers,At Risk Students,Academic Persistence,Low Income Groups,Child Care,Graduation Rate,Intervention,Educational Resources,Grants,Minority Group Students,Disproportionate Representation,First Generation College Students,Student Financial Aid,Educational Attainment,Debt (Financial),Student Responsibility,Gender Differences,STEM Education

This paper discusses the challenges college students with children face, as well as the steps colleges, universities, and the surrounding communities must take to help students succeed in their work as both students and parents. The role of parenthood in postsecondary settings needs greater focus from the higher education reform community. Unless the care-giving responsibilities of low-income adults are actively acknowledged and addressed, efforts to improve postsecondary access and completion for low-income adults--be they through online learning, improved on-ramps, developmental education, institutional accountability, financial aid, or curriculum reform--are likely to fall short of their full potential for change. Some colleges have recognized the needs of student parents by providing them with additional resources, like campus child care centers, benefits access services, housing opportunities, referral programs and scholarships. These promising efforts should be replicated and expanded, and federal funding for programs such as the U.S. Department of Education's Child Care Means Parents In School Program, and the Pregnancy Assistance Fund, should be strengthened and expanded. In addition, more states should use the flexibility within Perkins Workforce Development Grants to expand supports for students who are raising children while they seek to expand their credentials.
Restoring Equal Opportunity in Education: An Analysis of Arguments for and against the Bush Administration Single-Sex Education Regulations. Briefing Paper #C368
Author: English, Ashley
Date: 2009-07-30
Type: Opinion Papers
Subjects: Single Sex Classes,Equal Education,Public Schools,Elementary Secondary Education,Gender Differences,School Choice,Females,Misconceptions,Low Income Groups,Males,Minority Group Students,Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Presidents,Social Attitudes

In 2006, the George W. Bush Administration issued new Title IX regulations that allow for sex-segregated classrooms and schools in public, non-vocational elementary and secondary schools. These regulations provide schools with another condition that allows them to provide sex-segregated programs as long as they meet an &quot;important governmental objective&quot; (US Department of Education 2006). The Administration justified this policy by claiming that sex-segregated education programs met &quot;important government objectives,&quot; including improving educational achievement of its students through a recipient's overall established policy to provide diverse educational opportunities and meeting the particular, identified educational needs of a recipient's students. Sex-segregated programs are also to be completely voluntary and implemented in an even-handed manner with regard to gender (US Department of Education 2006). On the surface, these regulations appear benign, but this author asserts that they actually allow schools to implement sex-segregated programs based on little evidence that such programs work, and this opens the door for future sex discrimination against women and girls in education. The author argues that the Bush Administration's regulations are not legal and Constitutional. This report provides an overview of the history of Title IX and then examines the arguments for and against sex-segregated education. It argues that the Obama Administration should work to repeal the Bush Administration's regulations because they violate the principle that separate programs are inherently unequal (established in Brown v. Board of Education), and thus threatens the availability of equal opportunities for women and girls in education. The report also emphasizes the fact that it would be imprudent to invest limited government funds in an untested program.