ethanporcaro/eric-fulltext-meta huggingface dataset:
Testing the Waters in Teaching: A Qualitative Study on Graduate-Level Intern Science Teachers' Motivations for Entry into Teaching in Taiwan
Author: Wang, Hsiou-Huai
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Doctoral Degrees,Masters Degrees,Foreign Countries,Science Teachers,Public Policy,Science Education,Higher Education,Graduate Study,Teacher Motivation,Teacher Recruitment,Beginning Teachers,College Science,Science Instruction,Internship Programs,Teacher Education

The teaching profession has difficulties in recruiting high-quality science teachers in many countries and many beginning science teachers would leave after their first year of teaching. As Taiwan has recently been able to recruit many graduate-level science students into teachers' training programs, it is important to investigate if these high-quality science graduates would stay in teaching after their first-year internship as intern teachers. A qualitative study was conducted on 22 science intern teachers with master's and doctoral degrees from a comprehensive university, who had just completed their internship. It is found that both positive and negative factors occur during their internship to impact their intentions to stay. However, as the positive outweighed the negative, the majority of them wanted to pursue teaching as a career for their future. Implications of these findings for teacher education and government policy are discussed. (Contains 1 table.)
Problems of Education of Scheduled Tribes and Scheduled Castes: A Case Study in Kolkata and Surroundings and Medinipur and Surrounding Areas
Author: Ghosh, Bhola Nath
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Development,Foreign Countries,Tribes,Social Class,Social Stratification,Social Systems,Social Influences,Social Justice,Equal Education,Access to Education,Case Studies,Social Characteristics,Human Capital,Barriers,Politics of Education

Education is an important aspect of human resource development. Imparting of education leads to the improvement of understanding, perception, attitude and efficiency of working population. Education has been considered as a lever to raise one's position in the society as well as a tool to fight against poverty and ignorance. Since the independence of India, several constitutional measures have been taken for educational enlistment of the SC (scheduled castes) and ST (scheduled tribes). Though educational achievement is open to all, it is not smoothly achievable as have been felt by the students. This paper highlights some of the constraints faced by SC and ST communities and it asks for urgent attention of the planners and policy makers to eradicate the constraints of the students of SC and ST. If this cannot be done, at least some discussion to draw attention to the fact may bring the issue at large. The main feature of the study is that it is based on empirical data. But the focus of the study is to show the problems of education of SC and ST. (Contains 5 tables.)
LIS Students' ICT Skills in Kuwait: Perspectives of Employers, Teaching Staff and Students
Author: Buarki, Hanadi
Date: 2011-00-00
Type: Journal Articles
Subjects: Information Science Education,Interviews,Information Technology,Information Science,Foreign Countries,Data Analysis,Information Skills,Information Literacy,Employer Attitudes,Student Attitudes,Teacher Attitudes,Skill Analysis,Skill Development,Curriculum Evaluation,Questionnaires,Performance Factors

In Kuwait and elsewhere, developments in electronic information resources have led to the demand for employees with ICT (information and communication technology) skills especially in information handling institutions. There is, therefore, a need to prepare the students for this workplace. As a result, the ICT skills of current LIS (library and information science) students; the needs of employers and the LIS curriculum in Kuwait were explored. In addition, the factors that had an impact on students' ICT skills were also investigated. The paper presents the results and analysis of 225 LIS students' questionnaires carried out to collect in-depth quantitative data on the students' ICT skills level. In addition, 54 analyzed semi-structured interviews were conducted to present qualitative data on the views and explanations of LIS students, teaching staff and employers on the implementation of ICT skills into the LIS curriculum in Kuwaiti HE (higher education). The quantitative data analysis suggested that the majority of the students (71%) indicated that they had an intermediate ICT skills level, database maintenance and Web page construction skills were not practiced by students; whereas the &quot;search and retrieve information from Internet&quot; was the most frequently used skill by 88% of the students. The qualitative data suggested factors that negatively affected the students' ICT skills improvement, such as lack of motivation, ICT courses' content and ICT skills training. In addition, the current students' ICT skills did not satisfy the need of the job market, the findings suggested that they should possess other skills, in addition to ICT skills, to become information professionals. (Contains 1 table and 2 figures.)
The Pedagogy of Critical Thinking: Object Design Implications for Improving Students' Thoughtful Engagement within E-Learning Environment
Author: Balcaen, Philip L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Active Learning,Critical Thinking,Instructional Design,Learner Engagement,Models,Inquiry,Program Development,Program Descriptions,Program Evaluation,Computer System Design,Computer Assisted Instruction,Integrated Learning Systems,Thinking Skills

In this paper, the author described how a model of teaching critical thinking couples with the development of learning objects may help respond to broader calls for critical thinking both as a central goal in education and as a key aspect in the ecology of 21st century e-learning environment. The model developed by the Canadian Critical Thinking Consortium is organized around a framework of four parts and involves embedding five categories of intellectual tools into the teaching of curriculum content. These tools for thought include addressing the need to focus critical inquiry on relevant background knowledge, using criteria for judgment, explicitly addressing thinking concepts, using specific thinking strategies and supporting the development of certain habits of mind. This model is informing a development project focused on designing objects that the author believes advance opportunities to teach critical thinking and better engage students. The project is a part of on-going efforts to design objects that advance &quot;Type II&quot; and generative characterizations and that better engage students in critical inquiry into content, support active learning, provide an extensive range of acceptable responses, involve creative tasks and require extended periods of time to complete. Although the development project is in-progress and yet to be assessed, the author offered a description of four of the objects while discussing implications of the conceptual model in their design. The author also addressed the need to assess the efficacy of using such objects to support instruction by briefly outlining a companion project where we are developing new measures to evaluate use of these objects. (Contains 2 tables and 3 figures.) [This project was funded by BC Campus.]
The Problems and Some Suggestions in the Current System Reform of Teacher Education in China
Author: Yang, Tian-ping
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Education Programs,Educational Change,Foreign Countries,Teacher Certification,Change Strategies,Educational Innovation,Performance Factors,Barriers,Prevocational Education,Teacher Qualifications,Evaluation Methods,Accreditation (Institutions),Institutional Evaluation,Academic Standards,Educational Development

Thanks to China's reform and opening to the world over the last three decades, the conventional normal education system, which is characterized by independent orientation, is now being challenged by a comprehensive and multi-faceted modern teacher education system that has taken shape. It is high time that we attached great significance to the solution of the ensuing problems. As far as pre-vocational teacher education is concerned, we should improve the training mode, prolong the educational time and strengthen the practice. As for post-job teacher education, we should promote the integration of teacher education, and concentrate on the improvement of the educator's quality and the legal construction of post-job teacher education. Pertaining to teachers' qualification authentication, we should enhance the vocational requirements, update the test content and test form, and innovate the teacher certificate system and updating system. With regard to teacher educational evaluation, we should build special evaluation system of teacher education quality, and improve the accreditation system of teacher education institution. On the aspect of teacher education security, we should further open the teacher education, strengthen the subjectivity of normal colleges and universities, and maintain a relatively independent teacher education organizational system. As for free education for students in teacher education program, with a view to keeping abreast with the time, we should offer more privileges to invite more excellent students to choose education as their primal majors, and to encourage normal students to treat teaching job as a lifelong vocation.
Practicing Principals' Perceptions Regarding Online Courses for the Superintendent's Licensure Program
Author: Thiede, Robert
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,Superintendents,Administrator Education,Principals,Administrator Attitudes

The EDAD (Educational Department of Administration) at Ashland University has developed an online graduate course program for candidates, desiring to receive the Ohio superintendent's license. The online program is in the first year of implementation and the department's faculty is continuously looking to enrich and further develop the courses for maximum academic benefit for the students. A survey was administered in this initial year to garner students' perceptions, pertaining to the online courses. The purpose of this paper is to describe the results of the survey and the implications for the program and future research. (Contains 5 tables.)
Comparative Study of Effectiveness of the Multimedia Handbook and Internet Methods in Education of Students and Teachers of Science
Author: Jagodzinski, Piotr
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Chemistry,Comparative Analysis,Educational Technology,Electronic Publishing,Guides,Textbooks,Multimedia Materials,College Students,College Faculty,Science Instruction,Science Experiments,Web Based Instruction,Instructional Effectiveness,Distance Education

The pedagogical experiment performed has proved the increase in the educational efficiency achieved by the students learning from the multimedia version of the handbook on &quot;Experiment in chemistry&quot; at the Faculty of Chemistry, Adam Mickiewicz University. The results of the tests checking the students' and teachers' knowledge have shown that in the field of chemical experiment, the blended learning is much more effective than that from a conventional written handbook. The authors also assumed the hypothesis that the use of the blended learning mode would be highly effective in education in other scientific areas of experimental nature, which, however, should be confirmed by further studies. (Contains 3 tables and 2 figures.)
The Digital Divide and Its Impact on Academic Performance
Author: Sun, Jerry Chih-Yuan
Date: 2011-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Academic Achievement,Employment Opportunities,Access to Computers,Disadvantaged,Models,Technology Uses in Education,Research and Development,Theory Practice Relationship,Education,Information Technology,Multicultural Education,Educational Technology

The purpose of this article is to explore issues of the digital divide and its impact on academic performance. Research shows that proper use of technology by students increases their academic performance outcomes. In the literature review section, the authors review articles and theories based on Bennett's (2001) societal equity framework. The findings show that students' academic performance is a function of many complex and interrelating factors. Although technology use is linked to socio-economic status and academic performance, educators should try to identify whether the cause of low or high academic achievement directly results from technology use, and how technology usage interacts with and affects other factors. In addition, socio-economic status may affect one's future career opportunities. Implications for future research and practice are also discussed in this article. (Contains 1 figure.)
The Connections between Students Self-Motivation, Their Classification (Typical Learners, Academic Intervention Services Learners, and Gifted), and Gender in a Standardized Social Studies Test
Author: Dupree, Jeffrey J.
Date: 2011-00-00
Type: Journal Articles
Subjects: Intervention,Student Attitudes,Gifted,Student Motivation,Classification,Statistical Analysis,Grade 6,Social Studies,Middle Schools,Gender Issues,Testing

This study examines differences, if any, between gender, level of motivation, and students' classification (typical learners, academic intervention services learners, and gifted) in scores upon DBQ (document-based questions) among the sixth grade students. 64 grade students were given a DBQ as part of their final examination. Students' scores were evaluated with a series of one way ANOVA (Analysis of Variance) to determine if differences existed. The ANOVAs showed that no difference existed in the means by gender, but that significant differences existed by student classification type and the level of motivation of the students. (Contains 1 table.)
NIEA National Cultural Standards For Education: Phase I
Author: Keefe, Anna
Date: 2008-05-16
Type: Reports - Evaluative
Subjects: Cultural Education,American Indians,American Indian Education,Lifelong Learning,Best Practices,Case Studies,Academic Standards,Standard Setting,Change Strategies,Racial Identification,Cultural Traits,Language Enrichment,Language Maintenance,Leadership,Cultural Maintenance,Cultural Literacy

The National Indian Education Association (NIEA) has a long-standing commitment to protecting the cultural and linguistic traditions of Native American students. Towards strengthening these outcomes, they are initiating the development of the National Native Cultural Standards for Education project. To provide background support for future phases of this project, the authors have gathered information and insights from existing cultural education standards projects. In particular, the authors examined the objectives and processes contributing to successes for the Akwesasne Freedom School, The Alaska Standards for Culturally Responsive Schools, The Montana Indian Education for All program, and the Native Hawaiian Guidelines for Culturally Healthy and Responsive Learning Environments. From these case studies, as well as supplementary examples, they compiled objectives and processes commonly identified as valued and effective. Common valued objectives include understanding cultural identity; language revitalization; environmental learning; and preparedness for lifelong learning and leadership. Common effective processes include adaptable, not prescriptive standards; collaboration and sharing of resources; family and community engagement; and culturally appropriate, process, materials, and pedagogy. Drawing from these common objectives and processes, the following suggestions may be useful to the NIEA for the National Native Cultural Standards for Education project: (1) Avoid prescriptive standards keep the focus on guiding principles that can be appropriately adapted by communities and individuals; (2) Establish partnerships for support and resources; (3) Emphasize the role each community has in creating, interpreting and implementing these principles; and (4) Maintain Indian ownership at all phases of the project. A bibliography is included.
What Are Students Taking in Their Senior Year?
Author: Washington State Board of Education
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Course Selection (Students),Graduation,Credits,High School Seniors,Required Courses,School Districts,Grade Point Average,Academic Failure,Graduation Requirements

In 2007, the State Board of Education conducted a study to determine what course credits students were &quot;required&quot; to take in order to graduate from high school. In 2008, the Board commissioned a transcript study by the BERC Group to determine what course credits students in the graduating class of 2008 were actually &quot;taking&quot;. The BERC Group examined course-taking patterns of 14,875 high school seniors from 100 schools in 100 districts. This sample presents the percentage of 2008 graduating students taking selected subjects in senior year and the percentage of seniors taking less than, equal to, or a full load of classes. (Contains 1 footnote.)
Guidance on New York State's Annual Professional Performance Review Law and Regulations
Author: New York State Education Department
Date: 2011-09-15
Type: Guides - Non-Classroom
Subjects: Teacher Evaluation,Administrator Evaluation,Principals,Teacher Effectiveness,Administrator Effectiveness,Academic Achievement,Achievement Gains,Educational Assessment,State Legislation,Educational Legislation,State Regulation,Charter Schools,Collective Bargaining,Scoring,Information Management,Measures (Individuals),Scoring Rubrics,Evaluators,Training,Certification,Improvement Programs,Public Schools

Education Law Section 3012-c requires a new performance evaluation system for classroom teachers (&quot;teachers&quot;) and building principals (&quot;principals&quot;). New York State will implement a statewide comprehensive evaluation system for school districts and boards of cooperative educational services (BOCES). The evaluation system is designed to measure teacher and principal effectiveness based on performance, including measures of student achievement and evidence of educator effectiveness in meeting New York State teacher or school leader standards. The new statewide evaluation system established by section 3012-c builds on, and does not eliminate, New York's existing APPR process, which is set forth in Section 100.2(o) of the Commissioner's regulations. The purpose of this guidance is to answer questions that educators, administrators, and community stakeholders may have about Education Law Section 3012-c (Chapter 103 of the Laws of 2010) and Section 100.2(o) and Subpart 30-2 of the Commissioner's regulations. (Contains 4 tables and 1 footnote.)
Core 24 Implementation Task Force Final Report to the Washington State Board of Education
Author: Washington State Board of Education
Date: 2010-04-15
Type: Reports - Descriptive
Subjects: Graduation,Graduation Requirements,State Boards of Education,Feedback (Response),Enrollment,High School Graduates

The State Board of Education (SBE) created the Core 24 Implementation Task Force (ITF) to examine the implementation issues associated with the Core 24 high school graduation requirements framework, passed by the State Board of Education (SBE) in July 2008. The SBE chartered the ITF to advise the SBE on strategies needed to implement the requirements, including a phase-in process that would begin with the graduating class of 2013. Specifically, the SBE charged the ITF to produce three deliverables: (1) Recommendations with analyses of advantages and disadvantages related to the issues itemized in Motion #3, passed in July 2008; (2) Recommendations with analyses of advantages and disadvantages related to other relevant issues the ITF identifies; and (3) Regular feedback from the field on CORE 24 perceptions, concerns, and support. This paper presents the Core 24 Implementation Task Force policy recommendations for consideration by the State Board of Education. (Contains 12 footnotes.)
Who's Failing What?
Author: Washington State Board of Education
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Course Selection (Students),Graduation,Graduation Requirements,Credits,High School Seniors,High School Graduates,Academic Failure,At Risk Students,Required Courses,School Districts

In 2007, the State Board of Education conducted a study to determine what course credits students were &quot;required&quot; to take in order to graduate from high school. In 2008, the Board commissioned a transcript study by the BERC Group to determine what course credits students in the graduating class of 2008 were actually &quot;taking&quot;. The BERC Group examined course-taking patterns of 14,875 high school seniors from 100 schools in 100 districts. In this sample of Washington's 2008 graduates, 47.3% of students failed at least one credit during high school, with 21.0% failing two or more credits. Additional analyses from a stratified random sample of the 14,875 transcripts found that course failures were most likely to occur in core subject areas. Many students (40%) did not make up failed courses because the course was an elective or the student had already met minimum graduation requirements for that subject area. About one-third of the students (32.3%) re-took the class during the following term, but consequently graduated with fewer than the possible credits (e.g., 24 possible credits, but graduated with 23). (Contains 1 footnote.)
Governance Final Briefing Paper
Author: Washington State Board of Education
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Foreign Countries,Elementary Secondary Education,Educational History,Governance,Graduation Requirements,Educational Change,Case Studies,Public Education,Boards of Education,Advocacy,Accountability,Board of Education Role,Change Strategies,State Legislation

One of the State Board of Education's (SBE) strategic plan goals is to advocate for an effective, accountable governance structure for public education in Washington. The development of this goal comes from Board members' experiences over the last five years to understand and address the complexity of Washington's education system and their role in it. The Board has been engaged in many projects, including the successful work in accountability and new high school graduation requirements. Other projects have caused the Board to pause and reflect about its role as well as that of other agencies in areas such as systems planning. Several of those projects are examined through case studies in this paper. This paper is organized into the following sections: (1) What is Washington Trying to Achieve?; (2) Governance: a Definition, Literature Review, and Analytical Framework; (3) Education Governance in Washington and Other States; (4) Washington's History of Education Reform Efforts in K-12; (5) Washington Case Studies on Governance; and (6) International Education Systems Governance and How They Compare to the U.S. (Contains 20 resources and 37 footnotes.)