ethanporcaro/eric-fulltext-meta huggingface dataset:
By Schools for Schools: The Origins, History and Influence of the Specialist Schools and Academies Trust, 1987-2007
Author: Specialist Schools and Academies Trust
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Unemployment,Youth Employment,Educational Change,Educational History,Educational Policy,Program Descriptions,Secondary Schools,Technical Education,Networks,Vocational Schools,Politics of Education

This paper presents the history of the Specialist Schools and Academies Trust (SSAT). The origins of the specialist schools programme lie in a meeting to address high levels of youth unemployment held at the House of Lords in January 1986, the result was the establishment of 100 technology schools to meet the skills needs of new business. In the early 1990s the organisation employed nine full time members of staff and supported 15 schools. It now employs over 350 people and supports a network of schools over 4700 strong. England now has a specialist system of secondary education. Charting this journey reveals six factors that appear to have most to do with this success. The first is timing. The second factor is the design of the specialist schools programme itself. The third factor is the power of the schools' network. The fourth factor is the involvement of external sponsors in the programme. The fifth factor is the ability of the organisation itself to change and adapt and, in recent years under the leadership of Elizabeth Reid, to build capacity. The sixth crucial factor is the vision, lobbying skills and determination of its chairman, Sir Cyril Taylor, described by Peter Wilby in the Guardian (source 2) as a &quot;man with a mission&quot;, Sir Cyril has advised 11 successive secretaries of state and chaired the organisation throughout its 20-year history.
Specialist Schools and Academies Trust Annual Report, 2006-2007
Author: Schools Network
Date: 2007-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Academic Achievement,Achievement Gains,Educational Improvement,Program Effectiveness,Specialists,School Business Relationship,School Community Relationship,Partnerships in Education,Leadership Training,Innovation,Special Schools,Special Needs Students,Student Diversity,Secondary Schools,Low Income Groups,Socioeconomic Influences,Minority Groups,At Risk Students,Disabilities,Regular and Special Education Relationship,Elementary Schools

The Specialist Schools and Academies Trust (SSAT) works with schools and academies throughout England, and in 36 countries across the world, to raise achievement for pupils of all ages and backgrounds. This annual report: (1) describes SSAT's activities and achievements between April 2006 and March 2007; and (2) sets out how far SSAT progressed towards its aim to contribute to developing a system that meets the needs of every student. The following sections of this report set out each of the objectives  as they appear in the 'Corporate plan 2006-2007 and 2008-2009', and performance towards meeting each objective. The document ends with a summary of financial performance in 2006-2007. Objectives in the corporate plan 2006-2007 and 2008-2009 are: (1) Developing the specialist schools and academies system; (2) Developing specialisms and subjects; (3) Raising achievement; (4) Developing partnerships with business and the community; (5) Developing leadership and fostering innovation; and (6) Developing the organisation. A glossary is included.
Student Perceptions of Interactive Whiteboards in a Third Grade Classroom
Author: Genesi, Deanna Joy
Date: 2009-03-01
Type: Dissertations/Theses - Masters Theses
Subjects: Elementary School Students,Student Attitudes,Grade 3,Educational Technology,Interviews,Rural Schools,Technology Integration,Computer Uses in Education,Interaction,Teaching Methods,Action Research,Student Journals

This qualitative project presents students' perceptions of interactive whiteboard (IWB) usage in a third grade elementary classroom. The use of the IWB was alternated with the overhead/chalkboard on an ABAB design. The study was based on semistructured interviews of 19 rural, elementary school students. The interview questions focused on the following constructs: benefits, limitations, and suggestions for improvement. The results established that students found the IWB to be interesting, fun, and engaging because it involved multi-media aspects and improved visuals. The study also noted the students' perceived limitations of the IWB and areas for improvement. The results of this study can be used to inform other educators on possible uses for the IWB in the primary classroom setting. Appended are: (1) Interview Questions; and (2) Parental Consent Form.
Applying Knowledge of Qualitative Design and Analysis
Author: Baskas, Richard S.
Date: 2011-09-18
Type: Reports - Evaluative
Subjects: Qualitative Research,Research Design,Research Methodology,Scholarship,Writing for Publication,Academic Discourse,Periodicals,Comparative Analysis,Grounded Theory,Theory Practice Relationship,Conflict Resolution

This study compared and contrasted two qualitative scholarly articles in relation to their research designs. Their designs were analyzed by the comparison of research references and research specific vocabulary to describe how various research methods were used.  When researching and analyzing qualitative scholarly articles, it is imperative to understand how research designs can be the same, but their methods of analysis can differ depending on the study, and how vocabulary describes the research being conducted. The course instructor provided two qualitative articles which were analyzed by research references provided by the student. A literature review of the two articles and that of the research references were conducted to provide a more in-depth explanation of the research designs. Analysis revealed that even though both articles shared the same research design, various analytical techniques that are used can produce different perspectives of the results.
A Comparison of Foreign Language Learning Social Environments, Motivation, and Beliefs between Chinese and American Students
Author: Yang, Xinxiao
Date: 2011-11-02
Type: Reports - Research
Subjects: Undergraduate Students,Second Languages,Second Language Learning,Learning Motivation,Comparative Analysis,Educational Environment,Student Surveys,Questionnaires,Cultural Differences,Social Bias,Asians

For the purposes of revealing and comparing the social, cultural, and motivational differences between American and Chinese undergraduate students learning foreign language, a sample of 100 students at University of Wyoming was asked to fill out a Foreign Language Learning Motivation and Beliefs questionnaire and 61 respondents completed the surveys. The results revealed that American students commonly believed that foreign language learning can help break cultural biases, and Chinese students generally reported that learning foreign languages is an essential skill to survive the present day competitive society. The implications of these findings are discussed. Appended is a Foreign Language Learning Motivation and Beliefs Survey. (Contains 5 tables.)
Determination of the Levels of Elementary Student Teachers in Putting the Stages of Technological Design Cycle into Practice: A Model Parachute Race Activity
Author: Aydin, Mirac
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Interviews,Diaries,Content Analysis,Science Education,Preservice Teacher Education,Education Courses,Assignments,Case Studies,Design,Technology Education,Elementary Education,Science and Society,Group Activities,Class Activities

In this study, within the scope of Science and Technology Laboratory Applications-II Course, elementary student teachers were made to design a model parachute that can stay in the air for a time by using technological design cycle and to race these parachutes. In this regard, we introduced an activity what we call &quot;MODEL PARACHUTE RACE&quot; and we tried to determine levels with which elementary student teachers can put the stages of the technological-design cycle into practice. Case study method is defined as the efforts to understand the workings of a situation with unique properties within its own conditions. Since the purpose of this research was to define the levels of elementary student teachers, case study was used. The study was implemented with the attendance of 39 elementary student teachers who were currently in their second years at the Karadeniz Technical University, Fatih Faculty of Education, during the 2009-2010 spring semesters. Semi-structured interviews and diaries were used to collect data. The data obtained were analyzed by using content analysis method. (Contains 2 tables.)
Increasing Capacity to Improve Instruction: Are National Board Certified Teachers the Answer?
Author: Knoeppel, Robert C.
Date: 2008-11-00
Type: Reports - Research
Subjects: Teacher Certification,National Standards,Context Effect,Academic Achievement,Statistical Analysis,Predictor Variables,Teacher Effectiveness,Teaching Experience,Teacher Characteristics,School Culture,Educational Change

The purpose of this study was to examine the effects of teacher certification by the National Board for Professional Teaching Standards (NBPTS) on student achievement. This study considered the research question, are there significant mean differences for measures of student achievement between schools with a higher percentage of national board certified teachers after controlling for student demographics and other measures of teacher quality?  The study used a sample of 359 schools in Kentucky. Schools were assigned to groups based upon the percentage of teachers in the building holding national board certification. Using Kentucky's 2004 Commonwealth Accountability Testing System (CATS) index as the dependent variable, an analysis of covariance was conducted using group as the independent variable and measures of student demographics (%LEP, %Free and Reduced Lunch, and %Special Education) and measures of teacher quality (average years teaching experience, major or minor in the content area, and teacher education level) as the covariates. Results from the study indicated a significant difference in measures of student achievement in schools based on the percentage of teachers holding national board certification. Schools with at least two percent of teachers holding national board certification had increased student scores and continued to grow as the percentage of teachers with national board certification increased. Additionally, the trend became relatively flat when four to six percent or more of the staff hold national board certification. This suggests that a critical mass of at least 4% to 6% of teachers holding national board certification may become necessary to change the instructional culture of a building in order to improve student performance.
Assessing the Compensation of Public-School Teachers. A Report of the Heritage Center for Data Analysis
Author: Richwine, Jason
Date: 2011-11-01
Type: Reports - Evaluative
Subjects: Compensation (Remuneration),Public School Teachers,Teacher Salaries,Fringe Benefits,Job Security,Salary Wage Differentials

This report is a comprehensive assessment of salaries, benefits, and job security for public-school teachers, intended to resolve disputes over whether teachers as a group are "overpaid" or "underpaid." The authors find that public-school teachers receive compensation about 52 percent higher than their skills would otherwise garner in the private sector, and they discuss the implications of this fact for education policy in general. They conclude that public-school teacher salaries are comparable to those paid to similarly skilled private-sector workers, but that more generous fringe benefits for public-school teachers, including greater job security, make total compensation 52 percent greater than fair market levels, equivalent to more than $120 billion overcharged to taxpayers each year. Teacher compensation could therefore be reduced with only minor effects on recruitment and retention. Alternatively, teachers who are more effective at raising student achievement might be hired at comparable cost. (Contains 1 figure, 1 chart, 7 tables and 68 footnotes.)
A Teaching Identity: The Factors Which Have Influenced It
Author: Garcia Perez, Begona
Date: 2010-00-00
Type: Journal Articles
Subjects: Teachers,Professional Identity,Influences,Student Experience,Teaching Experience,Teaching Methods,English (Second Language),Second Language Instruction,Teacher Student Relationship,Peer Relationship,Teacher Effectiveness,Educational Improvement

From a close observation on our own personal and academic experience we can clearly tell the aspects which have contributed to building our learning and teaching identity. When analysing to which extent this mixture of factors and situations, of feelings and emotions present in our own learning process has contributed to build into our particular style of communicating knowledge, of instructing and interacting with others, we can conclude that all of them are circumstances that converge in our present practice. From this experience we can analyse our present and try to improve our performance in the classroom.
Researching Classroom Questioning
Author: Lores Gonzalez, Adriana
Date: 2010-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Inquiry,Active Learning,Teaching Methods,Grade 6,Elementary School Students,Student Attitudes,Interviews,Foreign Countries

The complexities of the modern society and interconnected world in which we live requires students who are able to problem solve and think critically. The research on which this article is based aims to explore how classroom questioning can help students guide their learning and model the spirit of inquiry to become lifelong learners. The research took place in an International Bilingual School of Madrid during sixth grade English lessons. It shows how developing effective questioning skills requires careful planning and practice, and how students can take hold and guide their learning when given the opportunity to actively participate in the learning process. (Contains 1 footnote and a bibliography.)
Evaluating EFL Intermediate Teachers' Performance in the Light of Quality Standards in Saudi Arabia
Author: Al-Thumali, Amani Dakheel Allah
Date: 2011-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Teacher Evaluation,Educational Quality,Standards,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Effectiveness,Scoring Rubrics,Teaching Experience,Questionnaires,Conferences (Gatherings),Attendance,Language Teachers,Teacher Improvement

The present research aimed at four points: First, Identifying the most appropriate standards of EFL Saudi teachers' performance in the light of quality standards. Second, designing an objective and comprehensive evaluation rubric based on quality standards to evaluate EFL Saudi intermediate teachers' performance. Third, determining to what extent are quality standards exhibited in the performance of EFL Saudi teachers in the intermediate stage with more than five years of experience. Fourth, determining whether there are statistically significant differences among EFL Saudi teachers' performance related to experience. The problem of the research is stated in the following questions: What are the most important domains for evaluating EFL teachers' performance in the light of quality standards? What are the characteristics of a rubric for evaluating EFL Saudi teachers' performance based on quality standards? To what extent are quality standards reflected in the performance of EFL Saudi teachers in the intermediate stage with different years of experience? Are there any statistically significant differences between EFL Saudi teachers' performance and years of experience? The researcher developed the following instruments: an analytical scoring rubric and a questionnaire, a descriptive and analytic design to device the rubric in order to determine whether Saudi EFL intermediate teachers' performance matches the quality standards. The sample of the study included (25) EFL teachers in Taif. The Present Study found that Saudi EFL intermediate teachers' performance was good. The lower experience group of EFL teachers (less than 15 years experience) were better than the lower experience group of EFL teachers (more than 15 years experience) in Planning and management of learning domain. The researcher developed proposed vision based on the recommendations to improve EFL intermediate teachers' performance. The following are appended: (1) A rubric for evaluating EFL Saudi teachers' performance; (2) The standards and indicators of Saudi Ministry of Education for teachers; (3) The questionnaire for determining the domains that are more related to teacher's performance; (4) The jury's names; (5) The dean's permission; (6) The Director of Education's permission; (7) Certificate of attending the 1st international conferences of TQM in K-12 Education; and (8) Comparison of Egyptian Pharos Standards and International Standards. (Contains 16 tables and 12 figures.)
Goal: A Grading System That Demands Excellence on the Playing Field
Author: Cady, Jennifer R.
Date: 2011-09-00
Type: Reports - Research
Subjects: Educational Practices,Measures (Individuals),Grading,Graduate Students,Undergraduate Students,Scoring Rubrics,Evaluation Methods,Student Surveys,Student Evaluation,College Instruction,Program Implementation,Program Effectiveness,Evaluation Criteria

Despite the vast array of educational practices that are present in today's society, grading is one practice that has established a historical foundation and one that will continue to be an important aspect to the profession of education. This small scale study determined that both undergraduate and graduate learners, in one college instructor's educational classes, support a four point grading scale, inclusive of a rubric, when compared to the traditional grading scale (0-100%). Two appendixes present: (1) Dr. Cady's Grading Scale Survey; and (2) Dr. Jennifer Cady's Grading Expectations.
Non-Linguistic Challenges for Turkish Students in American Higher Education
Author: Gertzog, Rachel
Date: 2011-05-27
Type: Dissertations/Theses - Masters Theses
Subjects: Higher Education,Sociolinguistics,Student Attitudes,Student Surveys,Educational Experience,Educational Environment,Colleges,College Students,College Faculty,Administrators,Foreign Students,Cultural Differences,Plagiarism,Graduate Study,Undergraduate Study,Lecture Method,Tests,English (Second Language),Second Language Learning,Language Teachers,Asians,Social Differences,Teacher Expectations of Students

International students who mainstream into American colleges and universities face complex and varied linguistic, cultural and sociolinguistic challenges.  Although the number of Turkish students enrolling in American institutions continues to increase, little research has focused on their academic experience from the perspective of the cultural and sociolinguistic difficulties they encounter.  By surveying 58 Turkish students attending undergraduate and graduate programs in 18 different American colleges and universities, information about differences between their Turkish and U.S educational experience begins to emerge.  Among these differences are expectations for the content of academic lectures; the common practice of establishing academic study groups in the U.S.; the format and content of exams, and attitudes and perceptions toward plagiarism.  This paper identifies and describes these differences and then provides possible implications for consideration by ESL instructors, international students and professors, and administrators in U.S. higher education contexts in order to ease the transition of these students into their new educational environments. Turkish Student Survey is appended. (Contains 4 tables.)
Learner Training: Towards Improving Secondary Students' Writing Skills
Author: Charalambous, Angeliki Constantinou
Date: 2011-03-25
Type: Reports - Descriptive
Subjects: Writing Skills,Secondary School Students,Leadership Training,Student Leadership,Learning Strategies,Self Evaluation (Individuals),Second Language Learning,Metacognition,Foreign Countries,Writing (Composition)

In recent years more emphasis has been placed on training learners to take charge of their own learning. Guided teaching is gradually decreased and more responsibility is transferred to learners themselves by giving them opportunities to develop skills and strategies and to realize their potential. This new attitude is based on the notion that it is not possible for teachers to teach everything so they better train their students to teach themselves. Learner training increases motivation, helps learners to gain abilities and knowledge that can be transferred to other subjects and assists students in developing skills for the 21st century. Also this approach guides students towards lifelong learning and how to become autonomous and independent. This paper provides a framework that focuses on developing secondary students' writing skills through learner training.
Time-Indexed Effect Size Metric for K-12 Reading and Math Education Evaluation
Author: Lee, Jaekyung
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Control Groups,National Norms,Effect Size,Mathematics Education,Reading Instruction,Federal Aid,Experimental Groups,Measurement Techniques,Achievement Gap,Racial Differences,Class Size,Theory Practice Relationship,Achievement Tests,Mathematics Achievement,Reading Achievement,Time Factors (Learning),Pretests Posttests,Longitudinal Studies,Validity,Item Response Theory

Through a synthesis of test publisher norms and national longitudinal datasets, this study provides new national norms of academic growth in K-12 reading and math that can be used to reinterpret conventional effect sizes in time units. We propose d' a time-indexed effect size metric to estimate how long it would take for an &quot;untreated&quot; control group to reach the treatment group outcome in terms familiar to educators--years/months of schooling. It serves as a supplement to conventional effect size metrics such as Cohen's d by taking into account different amounts of time needed for learning at different age or grade levels. Through applications to Project STAR small class effects and NAEP [National Assessment of Educational Progress] racial achievement gaps, we demonstrate how to interpret and use d'. It is expected to provide a more developmentally appropriate context for interpreting the size of an effect, a step toward bridging the gap between educational research and practice. Descriptions of test data used for K-12 reading and math achievement growth norms are appended. (Contains 5 notes, 5 figures, and 4 tables.)
Using Web Resources to Support Teachers and Students with the Teaching and Practice of Listening Comprehension
Author: Gomez Martinez, Susana
Date: 2010-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Listening Skills,Internet,Teaching Methods,Technology Uses in Education,Information Technology,Second Language Learning,Learning Processes,English (Second Language),Educational Technology

There is consistent evidence which shows that technology can and does improve attainment in almost all subjects. However, many teachers, who belong to the "digital immigrant" group, are not as plugged in with ICT [Information and Communication Technologies] as most of their students --"digital natives"--, and often feel scared to work with a new medium they are not familiar with. Two are the goals of this paper: the first one is to show how beneficial the use of ICT can be in our classes, specially in the teaching of listening skills, and the second one is to describe how to make the most of free, easy-to-use links to teach and practice L2 listening both inside and outside the classroom walls. All in all, we want to present the use of these tools as a challenge which is not so difficult to achieve and which will facilitate both our teaching and our students' learning process and practice to a great extent. (Contains 9 figures, 1 table, and 1 footnote.)