ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Factors Related to Retention of At-Risk College Students
Author: Laskey, Marcia L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Grade Point Average,Private Colleges,At Risk Students,College Students,Personality Traits,School Holding Power,Tutoring,Academic Persistence,Program Effectiveness,High School Students,College Entrance Examinations,Gender Differences,Racial Differences,Ethnicity,Rural Urban Differences

The purpose of this study was to investigate the factors that influence the retention and GPA of students in a college program designed for at-risk students. The study was conducted at a midsized private university in the Midwest. The sample consisted of 115 at-risk students enrolled in a Conditional Acceptance Program (CAP). Three years of CAP student data were collected. The study included variables of personality as measured by the NEO-FFI Inventory, high school and college GPA, ACT scores, the number of visits to the tutoring service, high school profile, and the demographic characteristics of student gender and ethnicity. The results indicated that tutoring and personality factors of at-risk students have a positive influence on their retention and college GPA. These findings inform institutions of higher education of the factors that contribute to the success of at-risk students, preparing them to serve this population. (Contains 2 tables.)
Risky Business: Communicating with Credibility
Author: Greenberger, Leonard S.
Date: 2011-03-00
Type: Journal Articles
Subjects: Trust (Psychology),Credibility,School Business Officials,Risk,Communication (Thought Transfer),Nonverbal Communication

In hostile situations, a communicator's goal is to establish and maintain trust and credibility with the audience. School business officials need the special skills and techniques of what's known as "risk communication." Few people are natural risk communicators. Those who do it well honed their skills over many years spent in hostile environments. This article presents three basic steps that will help one prepare in a hostile situation: (1) think about how audiences judge one's trust-worthiness and credibility; (2) pay close attention to the nonverbal messages one sends; and (3) think about questions the audience may ask--and the answers one wants to give.
Planning to Communicate: A Budget Companion
Author: Dereef, Marvin
Date: 2011-03-00
Type: Journal Articles
Subjects: Budgets,School Business Officials,Communication (Thought Transfer),Planning

Failing to have a plan to communicate with stakeholders during the budget process is a plan to fail. Without community support, getting budget approval can be difficult. Thus, school business officials must have a plan to ensure the appropriate budget message is conveyed throughout all communication channels. In fact, a communication plan is the best companion one's budget process can have. That plan should guide school business officials in what to say, to whom, when, and how. In this article, the author describes a multi-step process of developing a communication plan.
How to Communicate Your Budget to Nonfinance People
Author: Jones, Linda
Date: 2011-03-00
Type: Journal Articles
Subjects: Budgets,School Districts,Public Schools,Educational Finance,Communication Strategies,School Community Relationship

A school district's budget tells the community a story about the district's visions for its students. It is also a planning vehicle that outlines the district's goals and objectives by showing the degree to which its priorities are being supported. Communicating one's district budget to the community--especially to nonfinancial people--in understandable terms helps garner the support necessary to advance the district's goals. In this article, the author presents some strategies that Wichita (Kansas) Public Schools uses to help communicate its budget effectively.
Tips for Working with the Media
Author: Zeman, Gail M.
Date: 2011-03-00
Type: Journal Articles
Subjects: School Business Officials,School Districts,Mass Media,News Reporting,Web Sites,Access to Education

Spending some time getting to know reporters, developing a sense of trust, and recognizing that one can meet each other's needs can go a long way toward making the school district-media relationship positive and symbiotic. Many districts have public information officers--even departments--that deal with the media every day. But it is good for school business officials to get to know the local media and offer themselves as a resource regarding school finance issues. A good relationship with local reporters will prompt them to contact school business officials to share information or a question they've encountered in the field. In this article, the author describes tips for working with the media.
How Are You Doing? Key Performance Indicators and Benchmarking
Author: Fahey, John P.
Date: 2011-03-00
Type: Journal Articles
Subjects: Performance,Benchmarking,Elementary Secondary Education,School Administration,Ancillary School Services,Student Transportation

School business officials need to "know and show" that their operations are well managed. To do so, they ask themselves questions, such as "How are they doing? How do they compare with others? Are they making progress fast enough? Are they using the best practices?" Using key performance indicators (KPIs) and benchmarking as regular parts of their management routine is an important way for them to provide high-quality services to their students. Using KPIs and benchmarking allows them to demonstrate the efficiency and effectiveness of their programs and their management. Simply defined, a KPI is a measure of performance. This article focuses primarily on transportation, but the principles apply equally to all areas of K-12 noninstructional operations, such as facilities and food service.
Christian Legal Society v. Martinez: Regulating the Use of School Facilities
Author: Russo, Charles D.
Date: 2011-03-00
Type: Journal Articles
Subjects: Educational Facilities,Court Litigation,Law Schools,Clubs,Religious Organizations,Public Schools,Elementary Secondary Education

In what may come to rank as one of its most significant cases on religious freedom, "Christian Legal Society v. Martinez" (2010), the Supreme Court affirmed an order of the Ninth Circuit upholding a policy at a public law school in California that required recognized student clubs to admit "all comers" even if they disagreed with organizational goals. However, since it was unclear whether university officials selectively applied the policy to the Christian Legal Society (CLS), the Court remanded the dispute for further consideration of this question. The fact that "CLS" originated in the world of higher education notwithstanding, it raises far-reaching questions for school business officials and other education leaders in K-12 settings about access to facilities, as well as the rules governing clubs seeking to meet on campuses. As such, this column provides an overview of the Supreme Court's lengthy opinions before reflecting on potential ramifications for public schools.
Increasing Efficiency with Web-Based Communication Tools
Author: Sheppard, Michael
Date: 2011-03-00
Type: Journal Articles
Subjects: Urban Schools,School Districts,Internet,Online Systems,Computer Mediated Communication,Web Sites,Access to Information

Increasing workloads and decreasing budgets have left school district staff struggling to handle all their responsibilities, and regular communication across the district and into the community often suffers. Information may be delayed, inconsistent, or simply ranked low on the priority lists of busy administrators. Even transmitting information via email, which is traditionally considered a speedy process, can prove cumbersome. Using online systems to simplify or even automate tasks, such as sharing district alerts and notification and submitting reports, significantly enhances the efficiency and accuracy of these communications. This article describes the advantages of using web-based services and illustrates how online systems provided Berea City School District in Ohio and its educators with more time and better access to the information needed to create the best possible learning environment for students.
The Contribution of Geographic Information Systems (GIS) to Geography Education and Secondary School Students' Attitudes Related to GIS
Author: Artvinli, Eyup
Date: 2010-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Geography Instruction,Student Attitudes,Secondary School Students,Foreign Countries

The purpose of this study is to determine the place of Geographic Information Systems (GIS) in teaching geography, the general level of secondary school students' attitudes towards Geography Information Systems and whether this changes according to different variables. The population of the research consists of the students studying in Istanbul, Ankara, Mersin, Manisa, Gaziantep, Samsun, Corum, Kutahya, and Erzurum province in 2008-2009 academic year. The sample consists of 665 students who study at 15 academic high schools and were chosen by using the triple stratified cluster sampling method according to geographical regions and socio-economic structures (upper-middle-lower) in the population chosen from the city centre. The data were gathered by using the scale which was developed by Al-Kamali (2007) in order to determine the attitudes of students related to GIS and adapted to Turkish culture (linguistic) under the current investigation. The data obtained were analyzed by using means, standard deviations, t-tests, and Pearson correlation coefficients. According to the findings, the students' attitudes towards GIS are positive, but new and widespread applications are needed for students to learn their lessons with GIS in a more motivated way. (Contains 1 table and 1 figure.)
Secondary School Students' Metaphors about the &quot;Geography&quot; Concept
Author: Aydin, Fatih
Date: 2010-00-00
Type: Journal Articles
Subjects: Concept Formation,Secondary School Students,Figurative Language,Fundamental Concepts,Student Attitudes,Geographic Concepts,Geography,Foreign Countries,Classification,Attitude Measures

This research has been conducted to reveal the secondary school students' perceptions in relation with metaphors about the &quot;geography&quot; concept. A total of 110 students attending to secondary schools in Karabuk city center joined the research within the 2009-2010 academic year. Following questions were searched to answer: 1-Which metaphors do secondary school students use to explain the perceptions about the &quot;geography&quot; concept? 2-Under which categories do these metaphors conducted in terms of their common features? The research data were obtained by students' completing the sentence &quot;Geography is like...because...&quot;. Phenomenology design was used in this research and the data were analyzed with the content analysis technique. According to the findings of the research, (a) secondary school students have created 44 different and acceptable metaphors related to the geography concept. (b)These metaphors were classified under 8 different conceptual categories after studied carefully with regard to common qualities. At the end of the research, it was understood that 34% of the secondary school students have a perception that geography is a way of expressing a place , 19% perceived that it is a way of expressing knowledge; 17% perceived geography as a way of expressing life, 9% perceived it as a way of expressing eternity, 8% had a perception that geography is a way of expressing value, 5% perceived it as a way of expressing change and development, 5% perceived it as a way of expressing guidance, and 3% perceived it as a way of expressing obligation. As a result, metaphors can be used as a strong research tool in understanding and explaining the perceptions of secondary school students towards geography.
Predictiveness of Identity Status, Main Internet Use Purposes and Gender on University Students' the Problematic Internet Use
Author: Ceyhan, Esra
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Internet,Addictive Behavior,Student Behavior,Gender Issues,Sex Role,Identification (Psychology),Individual Development

This study aims at revealing the relationships between the problematic Internet use of university students and their identity status, main Internet use purposes, and gender. A total of 464 university students participated in the study, and the research data were collected through the Problematic Internet Use Scale, the Extended Objective Measure of Ego Identity Status, and the Information Questionnaire. The results of the analyses carried out with hierarchical regression analysis revealed that the most important predictor of the problematic Internet use was the use of the Internet for the purpose of &quot;establishing social relationships with unfamiliar people.&quot; In addition, it was found that the problematic Internet use was significantly predicted by &quot;identity moratorium status&quot;, &quot;identity achievement status&quot; (negatively), the Internet use for &quot;entertainment&quot; purposes, and the Internet use for the purpose of &quot;establishing relationships with friends and relatives&quot;, respectively. These findings show that, in general, the Internet use purpose and the identity status are important determiners in problematic Internet use. For this reason, taking the Internet motives of individuals and their identity status into account contributes to guidance and counseling services for the prevention of unhealthy Internet use and future researches.
Logistic Regression: Concept and Application
Author: Cokluk, Omay
Date: 2010-00-00
Type: Journal Articles
Subjects: Regression (Statistics),Classification,Predictor Variables,Measures (Individuals),Critical Thinking,Thinking Skills,Beliefs,Epistemology,College Students,Foreign Countries

The main focus of logistic regression analysis is classification of individuals in different groups. The aim of the present study is to explain basic concepts and processes of binary logistic regression analysis intended to determine the combination of independent variables which best explain the membership in certain groups called dichotomous dependent variable. Independent variables in this study are as follows: total score in the Scientific Thinking Skills Scale, total score in the Epistemological Belief Scale and total score in the Fatalism Scale. The dependent (predicted, criteria) variable is the level of critical thinking. While the three independent variables are constants, the dependent variable is defined as a categorical variable to include high and low critical thinking levels. The study group consists of 200 students from Ankara University, Faculty of Educational Sciences, Department of Guidance and Psychological Counseling during the 2006-2007 academic years. In the study, the following were used: the Epistemological Belief Scale adapted to Turkish by Deryakulu and Buyukozturk (2002), the California Critical Thinking Disposition Scale adapted to Turkish by Kokdemir (2003), the Scientific Thinking Skills Scale developed by Gundogdu (2002) and the Fatalism Scale developed by Sekercioglu (2008). The study presents information about how to relatively assess each application step of logistic regression analysis. When the coefficient predictions of aimed model variables at the end of the study are considered, it is observed that a one-unit increase in the predictive variable of scientific thinking skills leads to an increase of 14.4% in high critical thinking odds. It is also seen that a one-unit increase in the predictive variable of epistemological belief leads to an increase of 4.9% in high critical thinking odds.
Media Literacy Education in Turkey: An Evaluation of Media Processes and Ethical Codes
Author: Elma, Cevat
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Literacy Education,Grade 7,Student Attitudes,Teacher Attitudes,Parent Attitudes,Principals,Administrator Attitudes,Ethics,Pilot Projects,Mass Media Effects,Social Values,Antisocial Behavior,Publishing Industry,Broadcast Industry

The purpose of this study is to evaluate school principals', teachers', parents', and students' opinions, arising from participation in a pilot program which used a media literacy curriculum in Turkey. The research population covers all seventh grade students who attended the media literacy course during the 2006-2007 academic year, in five pilot cities and their teachers, principals, and families. A semi-structured one-on-one interview technique was used to collect data. In order to determine students' opinions regarding media's conformance to ethical codes, five ethical codes were determined and the &quot;Basic Ethical Codes for Media to Follow Scale&quot; was developed. The study results clearly show that principals, teachers, and parents have serious concerns with the content and quality of national publishing and broadcasting. Participants' critiques generally concentrate on media's corrupting social values for the sake of ratings and circulation, and they violate individuals' rights and exaggerate in publishing and broadcasting. Students, especially from four of the pilot program cities, state that media has problems concerning processes and ethical codes, and it conforms to ethical codes sometimes or hardly-ever. The study results show that students' opinions regarding media's objectiveness, respect for individual rights, honesty, congruence for responsible broadcasting, and strengthening social values in publishing and broadcasting coincide with those of the principals, teachers, and parents.
The Effects of Cooperative Learning and Learning Journals on Teacher Candidates' Self-Regulated Learning
Author: Guvenc, Hulya
Date: 2010-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Self Efficacy,Cooperative Learning,Teaching Methods,Journal Writing,Preservice Teachers,Self Control,Independent Study,Foreign Countries,Instructional Effectiveness,Questionnaires,Comparative Analysis,Thinking Skills,Critical Thinking,Metacognition,Pretests Posttests

The purpose of this study is to investigate the effects of cooperative learning and learning journals on teacher candidate students' self-regulated learning. Data of the research were collected by the Turkish version of the Motivated Strategies for Learning Questionnaire. 84 university students (52 girls and 32 boys) participated in this research. A quasi pre-test/post-test experimental design with control group was utilized. Both groups were taught by cooperative learning. The experimental group wrote their reflection in learning journals. The research has discerned that there is a difference between experimental and control groups and experimental groups' students have been effected more positively on self-efficacy for learning and performance, elaboration, organization, critical thinking and metacognitive control strategy dimensions of self-regulated learning.
Investigation of the Effectiveness of the Story-Map Method on Reading Comprehension Skills among Students with Mental Retardation
Author: Isikdogan, Necla
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Instruction,Teaching Methods,Reading Comprehension,Mild Mental Retardation,Instructional Effectiveness,Elementary School Students,Pretests Posttests,Foreign Countries

The purpose of this study was to investigate the effectiveness of the story-map technique on reading comprehension skills among students with mild mental retardation. The research group consisted of 14 students with mild mental retardation. The students in the research group were chosen from students who attended to an elementary school and a special education center in Ankara and who met the prerequisite skills for the research study. In order to collect data the &quot;Read-Aloud Test&quot; and &quot;Teacher Interview Form&quot; were used. In the study a pre-test post-test experimental design with a control group was used. The findings showed that the story mapping method positively affected the reading comprehension skills of the students in the experimental group. (Contains 3 tables.)
Teaching Inclusion Preparation Skills to Children with Developmental Disabilities
Author: Odluyurt, Serhat
Date: 2010-00-00
Type: Journal Articles
Subjects: Group Activities,Prompting,Developmental Disabilities,Down Syndrome,Validity,Program Effectiveness,Preschool Teachers,Special Needs Students,Teaching Methods,Inclusion,Observation,Young Children,Interviews,Teacher Attitudes,Foreign Countries

The general purpose of the present study was to examine the effectiveness of simultaneous prompting embedded in activities for teaching preparatory skills to children with developmental disabilities. Furthermore, determining the perspectives of the teachers about the skills taught to the participants and also to themselves were targeted. Depending on the performance and characteristics of the participants and the observations conducted in the classroom, three skills were determined to be taught to three children with developmental disabilities. The effectiveness of simultaneous prompting embedded into teaching activities for teaching these skills to children with developmental disabilities was planned. A multiple probe design across behaviors was used and replicated across subjects. Also, the perspectives of the teachers about the skills taught to the participants and themselves were determined through interviews conducted by the researchers. The participants of the study had Down syndrome with an age range of 36-44 months. The target skills taught to the participants were: (a) following two step instructions provided in group activities, (b) participating in group activities by raising his/her hand, and (c) nodding the head when asked &quot;Do you want...?&quot;. The effectiveness results of the study revealed that all three participants acquired the target skills at criterion level. Moreover, two of the participants maintained the skills in the inclusive environments where they were placed seven weeks after the study was completed. Furthermore, the social validity data revealed that the preschool teachers of the two participants were very pleased about having the participants in their classes, the participants' skills acquisitions and also about being informed about inclusion and children with special needs at the beginning of the school year.
Mathematics Teachers' Covariational Reasoning Levels and Predictions about Students' Covariational Reasoning Abilities
Author: Zeytun, Aysel Sen
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Calculus,Misconceptions,Thinking Skills,Mathematical Logic,Interviews,Secondary School Mathematics,Models,Problem Solving,Foreign Countries

Various studies suggest that covariational reasoning plays an important role on understanding the fundamental ideas of calculus and modeling dynamic functional events. The purpose of this study was to investigate a group of mathematics teachers' covariational reasoning abilities and predictions about their students. Data were collected through interviews conducted with five secondary mathematics teachers to reveal about their covariational reasoning abilities as they worked through a model-eliciting activity, predictions about their students' possible approaches to solve the given problem, possible mistakes in solving the problem, and misconceptions they possibly held. The results showed that not only the teachers' covariational reasoning abilities were weak and lack depth but also their predictions about students' reasoning abilities bounded by their own thoughts related to the problem. (Contains 1 table and 1 figure.)