ethanporcaro/eric-fulltext-meta huggingface dataset:
How to Build a Plugged-In PTA
Author: Wilson, Sherri
Date: 2012-00-00
Type: Journal Articles
Subjects: Video Technology,Internet,Parents,Teachers,Parent Associations,Teacher Associations,Parent Teacher Cooperation,Partnerships in Education,Social Networks,Community Involvement,Information Technology,Educational Technology

Think social media is just a fad? Think it is only for the kids? Facebook reports there are more than 800 million users, and the average user has 130 Facebook friends. Twitter now has 100 million monthly users tweeting 6,939 tweets per second or about 230 million tweets each day! More than 3 billion videos are viewed on YouTube, and YouTube Mobile gets more than 400 million views per day; 13 percent of all YouTube videos are viewed on mobile devices. Social media is a powerful tool that allows one to connect parents, teachers, administrators, and the community around the PTA mission. Social media provides a platform to share information, build relationships within the school community, recruit new members, advocate, and raise funds. It also allows one to plug into a community that is much larger than just the neighborhood school. The most important part of building a plugged-in community is to engage with the audience. Like anything else, the foundation for success starts with building relationships. There are four key factors to be considered: (1) Be authentic; (2) Be helpful; (3) Be kind; and (4) Be aware.
Good Transitions = Great Starts!
Date: 2012-00-00
Type: Journal Articles
Subjects: Mentors,Leadership Styles,Boards of Education,Leadership,Leaders,Training,Parents,Teachers,Parent Associations,Teacher Associations,Parent Teacher Cooperation,Partnerships in Education

The smooth transition of outgoing and incoming board members and officers is of vital importance and can determine the PTA's success for years to come. The transition process is the responsibility of both incoming and outgoing officers and board members. It gives closure to those leaving their positions and allows those coming in to be properly prepared. A good process of transition provides an opportunity for outgoing members to evaluate their work and efforts while giving suggestions to new board members on what they wish they had done differently. Outgoing officers should prepare all materials, records, and resources before turning them over. Encourage new officers to attend PTA trainings, especially the state and national conventions. Local, district, and regional PTAs often hold job-specific workshops tailored to unit needs. Participating in training serves to connect new leaders to a network of experienced leaders who can act as mentors during the year. An orientation and planning meeting for a new executive board helps a PTA jumpstart the year by offering an opportunity to share ideas, review PTA resources, and create a working calendar. Agreeing on ground rules for board meetings, priorities in working styles, and preferences for types and timing of communication will set the stage for a productive team effort. Outgoing officers should give support and information when requested, but they should remember that there is more than one way to do every job. Encourage those who follow to develop their own leadership style. The best reputation PTA leaders can have is to be known as good mentors who taught their successors well and provided the preparation needed for their PTA's continued success.
Close the Achievement Gap with Summer Learning
Author: Huggins, Gary
Date: 2012-00-00
Type: Journal Articles
Subjects: Achievement Gap,Summer Programs,Recreational Facilities,Parent Associations,Parent Participation,Learning Activities

Summer vacation from school can bring afternoons at the swimming pool, family vacations, and maybe a spirit-filled summer camp that ignites a passion for art or rock climbing. But for many children, summer also means setbacks in learning that take a tremendous toll on teaching and student performance over time. PTA leaders can make a vital difference in bridging the gap between the great need for low-cost, high-impact summer learning programs and their sometimes scant availability in many communities. In this article, the author provides some suggestions on how to close the achievement gap with summer learning.
Help Children Move from Preschool to Elementary School with Ease
Author: Chappel, Margot
Date: 2012-00-00
Type: Journal Articles
Subjects: Young Children,Educational Environment,Preschool Children,Elementary School Students,Early Childhood Education,Learner Engagement,Transitional Programs,Parent Child Relationship,Parent Student Relationship,Parent Participation

Each year, families across the country take the leap from an early-childhood learning program to elementary school. Prepared families take a poised step forward, confident and knowledgeable about how their child will ease into the school system and develop along his or her learning path. Unprepared families anxiously tiptoe ahead, unsure of what their child will face in a new learning environment. A child's first day of regular school does not have to be laden with uncertainty. It should be a period of genuine excitement for families and children alike, a time when children explore a new learning environment, develop new social skills, and start a life-long expedition of educational curiosity. The transition from an early-childhood learning program to elementary school can be made smoother with a clear communication channel between parents, early-childhood learning programs, and elementary schools and a proactive approach to coordinating the transition. Parents play an especially critical role in making the transition successful, and must take the initiative to educate themselves, ask questions, and use existing resources. PTA leaders assist parents by welcoming families to their new schools, getting them acquainted with the additional resources PTA can provide, and helping to make communication with teachers and administrators easier and more productive.
Advocates: What Did "You" Do on Your Summer Vacation?
Author: Ajemian, Lana
Date: 2012-00-00
Type: Journal Articles
Subjects: Elections,Advocacy,Leaders,Leadership,Parent Teacher Cooperation,Summer Programs

The closing days of the school year typically bring with them an insane pace of year-end meetings, elections, installations, and well-deserved celebrations. Exhausting, right? Yet, at the same time, PTAs also begin to build the framework for the organizational work of the incoming PTA board and the next school year. A critical part of the early organizational planning work involves appointing chairs and committees and transitioning the work from outgoing to incoming volunteers. Another organizational task that needs to be considered in the last part of the school year is to ensure funds are alloted in the proposed budget for advocacy work; toolkits, events, and travel to attend conferences that inform and support advocacy efforts are vital to the role. In this article, the author discusses what PTA advocates do during their summer.
Community PTAs Believe: It Takes a Village to Improve Education
Author: Bush, Vanessa
Date: 2012-00-00
Type: Journal Articles
Subjects: Community Involvement,Educational Improvement,Academic Achievement,Enrollment,Empowerment,Parents,Public Schools,Teachers,Parent Associations,Teacher Associations,Parent Teacher Cooperation,Partnerships in Education

The academic achievement of children is a national concern. Thus, PTA focuses not only on individual schools, but also on the communities they serve. One of the innovative approaches to community involvement in education is the community PTA. Community PTAs are not tied to a single school, but instead offer membership and involvement to various groups within a community. While community PTAs can be more inclusive, they also pose challenges. Community PTAs form for a variety of reasons. In Chicago, adults feeling left out of the education decision-making process have been the prime motivator behind the creation of community PTAs. For Black Star Community PTA (BSCPTA), the hot-button issue that galvanized parents to action was the Chicago Public School (CPS) system's 2009 proposed policy for admitting students to its coveted magnet and selective-enrollment schools following the end of federal scrutiny of desegregation efforts. The proposed policy, which focused on enrolling more children living near the schools, had the potential to shut out children from poorer, more distant neighborhoods from attending the best of these schools. BSCPTA members protested the CPS policy before meetings at the Board of Education and mobilized parents on the issue. An important part of BSCPTA's mission has been to encourage development of other community PTAs. Unfettered by connections to a single school or community, BSCPTA continues to utilize the Urban Family Engagement Initiative (UFEI) template and has begun to reach out to parents throughout the city. The group worked with Illinois PTA and other community partners to host Leading with Literacy events at several public libraries across Chicago last fall. BSCPTA has already inspired the creation of Educational Village Keepers (EdVK) Community PTSA, founded by a retired school teacher.
The Process of Coping with Changes: A Study of Learning Experiences for the Aboriginal Nursing Freshmen
Author: Liu, Ruo Lan
Date: 2012-05-00
Type: Journal Articles
Subjects: Student Attitudes,Nurses,Nursing Education,Coping,Foreign Countries,Data Analysis,Teaching Methods,Indigenous Populations,Student Adjustment,College Freshmen,Learning Experience,Tribes,Qualitative Research,Interviews,Counseling,Coding,Interpersonal Relationship,Social Adjustment,Cultural Awareness,Cultural Differences,Social Development,Emotional Development

Background: Given the increasing presence of aborigines in Taiwan higher education, especially in nursing institutes, the retention and adaptation of aboriginal students is a critical issue for research. Understanding the adjustment and transformation process of aboriginal nursing freshmen is very important for improving their learning, but very little information can be found about their experiences. Aims: In order to provide the references to improve the qualities of multi-ethnic learning in the future, this study is to explore and gain a deeper understanding of the adjustment process of aboriginal nursing freshmen and the meaning they drew from their learning. Participants: The study recruited 20 female aboriginal freshmen from the five year nursing program. These students came from different areas or tribes in Taiwan. The age for these students was from 15 to 17. Methods: A qualitative method was adopted to conduct this research. The primary method for data collection was a series of in-depth interviews conducted by six well-trained interviewers with backgrounds in counseling during the first year of participants' school life. The data analysis was carried out by open coding, axial coding and determining the core theme. Conclusions: &quot;Coping with changes&quot; was the core theme for describing and guiding the process of first year college life. During the process, the four most common challenges were: (1) Excitement and fear collide initially; (2) Confronting reality; (3) Seeking connection; (4) Getting along with all. Based on the above results, we contend that the aboriginal students need to seek connections. The aboriginal freshmen appreciate teachers who are sensitive to their culture, and they need more support for aboriginal student clubs. Curriculums and pedagogies designed for aboriginal students may benefit them in reaching their highest potential in both academic and social psychological development. This study, therefore, suggests that the institute should offer different programs for the aboriginal nursing freshmen in different adjustment stages. (Contains 1 figure.)
A Factor Analysis of Teacher Competency in Technology
Author: Raob, Ismail
Date: 2012-05-00
Type: Journal Articles
Subjects: Private Schools,Electronic Publishing,Factor Analysis,Foreign Countries,Statistical Analysis,Sampling,Secondary School Teachers,Teacher Competencies,Technological Literacy,Information Technology,Technology Integration,Islam,Religious Education,Teaching Methods

Background: In the 21st Century, more and more citizens are expected to use technology to access and communicate information, and they manage electronic information from an ever-widening range of resources and in a wide variety of formats. Teachers' integration of technology is stalled by the lack of successful development opportunities in the constructs of technology and pedagogy. In Thailand, there are many studies that aimed at integrating ICT into teaching to solve the problem of lacking ICT competencies. Aims: To analyze factors of teacher competency in technology. Sample: The Sample were 317 secondary school teachers from Islamic private schools at Pattani province Thailand in academic year 2011 which was selected by stratified random sampling procedure. Method: Frequencies and exploratory factor analysis were used in the study. The KMO result indicated that the sampling was quite adequate. The Varimax rotation was used. Cronbach Alpha reliabilities for overall factors were 0.876. The data was analyzed using program R version 2.13.2. Results: The results for the factor analysis for this measure yielded a three factor solution with eigenvalues greater than 1.0 and the total variance explained was 30.327% of the total variance. KMO measure of sampling adequacy was 0.779 indicating sufficient intercorrelations while the Bartlett's Test of Sphericity was significant (Chi square = 1850.599, p less than 0.01). Conclusion: This study was analyzed to ascertain the factors of teacher competency in technology of secondary school teachers in Pattani province Thailand. Three factor themes emerged through data collection and analysis factors that were studied include basic technology operation, personal use of technology tools and teaching of technology. Hence, the results of this study have implications for the schools to take into consideration teachers' competency when encouraging them to use technology. (Contains 5 tables.)
The Effects of Intercultural Learning on English Learning Motivation among Students Studying Abroad
Author: Tsai, Yau
Date: 2012-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Multicultural Education,Learning Motivation,Study Abroad,Global Approach,Asians,Questionnaires,Interpersonal Communication,Interpersonal Competence,Interaction,Native Speakers,College Students

Background: While English is becoming as a tool of communication and interaction with people from different countries in the global society of the twenty-first century due to the trend toward globalization and internationalization, those who study abroad and immerse themselves in the host culture may experience intercultural learning naturally during the interaction with native speakers by using English as an international language in daily life. As students studying abroad may also have the opportunity to learn English in the process of intercultural learning, whether intercultural learning has an effect on their English learning motivation deserves researchers' attention and thus becomes the focus of this study. Aim: The purpose of this study investigates whether and how intercultural learning has an effect on English learning motivation among students studying abroad. Sample: A total of 150 questionnaires were distributed to Asian students speaking English as a foreign Language (EFL) and studying abroad in an English-speaking country, and 143 questionnaires were returned at a response rate of 95%. Method: This study was conducted in an English-speaking country by drawing upon a questionnaire survey. The Statistical Package for Social Science (SPSS) was applied in this study to analyze the data collected from questionnaires. Results: While finding that English learning motivation held by students studying abroad was significantly affected by intercultural learning, the results of this study showed that integrative motivation and instrumental motivation were significantly correlated with each other in reflecting the effects of intercultural learning among students studying abroad. Conclusion: Integrative motivation and instrumental motivation can be considered two types of English learning motivation which are equally important to students studying abroad for experiencing intercultural learning and benefiting from it in English acquisition. (Contains 11 tables.)
Beliefs and Out-of-Class Language Learning of Chinese-Speaking ESL Learners in Hong Kong
Author: Wu, Manfred Man-fat
Date: 2012-05-00
Type: Journal Articles
Subjects: Second Language Learning,Class Activities,Learning Activities,Self Efficacy,Foreign Countries,Rewards,Chinese,Native Speakers,English (Second Language),Singing,Vocational Education,Student Attitudes,Outcomes of Education,Role,Second Language Instruction,Music,Films,Television,Radio,Measures (Individuals),Power Structure,Student Motivation,Learning Motivation,Confucianism,Newspapers,Interpersonal Communication,Young Adults

Background: There has been a lack of research on exploring how beliefs about language learning (BALLs) and out-of-class language-learning activities are related. BALLs and out-of-class language-learning activities play an important role in influencing the learning behaviours of learners and learning outcomes. Findings of this study provide useful pedagogical implications for English teaching in Hong Kong. Aim: The aim of the study is to gather information on the BALLs and out-of-class language-learning activities of young adult ESL learners in Hong Kong. Sample: Convenience sampling is adopted in this study of 324 ESL (English as a Second Language) learners undertaking vocational education in Hong Kong. Methods: Surveys on BALLs and out-of-class language-learning activities. Results: Findings indicate that learners held mostly positive beliefs. Watching films and television, reading, listening to English songs, music and radio channels, formal learning and practising speaking with others were the out-of-class language-learning activities reported by subjects that they carried out most frequently. There is an association between BALLs and the implementation of activities. Learners who regarded out-of-class language-learning activities as useful were found to possess more positive beliefs regarding their English learning in terms of BALLI (Beliefs About Language Learning Inventory) items. Learners who implemented out-of-class language-learning activities were found to have more positive beliefs in terms of two factors, &quot;Perceived value and nature of learning spoken English&quot; and &quot;Self-efficacy and expectation about learning English.&quot; Conclusion: The contextual influences of English being a prestigious language in Hong Kong and being attached with tangible rewards and power are suggested to contribute to the prevalence of instrumental motivation among ESL learners in Hong Kong. These influences, together with notion of modesty and the fear of losing face in Confucianism, also contribute to the popularity out-of-class activities related to receptive skills such as reading newspapers and watching TV rather than those involve productive skills such as face-to-face contacts and writing. (Contains 3 tables.)
A Tale of Three Cities: Review of the Development of ICT in School Education between Hong Kong, Macau and Singapore
Author: Fan, Chun Wai
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Information Technology,Telecommunications,Benchmarking,Comparative Analysis,Technology Integration,Social Influences,Economic Factors,Geographic Location

Background: Hong Kong, Macau and Singapore are the top five cities/countries with the cheapest fixed line broadband as proportion of monthly income. It is interesting to know that several decades ago, they were still among the list of developing nations, struggling for survival and relief. However, they are climbing to the top in ICT development now. Aims: This paper reviews the ICT development in school education of Hong Kong, Macau and Singapore with respect to their social, geographical, and economic backgrounds. Johannessen's three orders of benchmarks are proposed for the comparison. Method: Literature reviews on recent reports, research articles, books and internet data were used to understand the current situation of the ICT development in education for Hong Kong, Macau and Singapore. Conclusion: It is clear that these three cities' determination and relative amount that had invested in the development of ICT in education were enormous when compared with the US investment. Among these three cities, the investment of Singapore has been much larger than the other two. Singapore's apparent leading in the development of ICT in education is not an accident, especially for the first benchmarks. For the second and third benchmarks, Macau lags behind Hong Kong and Singapore, this is partially due to Macau education system is comparatively much liberal than the other two. (Contains 5 tables.)
Fifteen-Years-Old Students of Seven East Asian Cities in PISA 2009: A Secondary Analysis
Author: Soh, Kay Cheng
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Effect Size,Mathematics Achievement,Reading Achievement,Science Achievement,Performance Based Assessment,Cluster Grouping,Regional Characteristics,Comparative Analysis,Comparative Education,Comparative Testing,Achievement Tests,Standardized Tests,Asian Studies

Background: In PISA 2009, seven East Asian countries rank high among the 65 participating countries, but some of the differences among the seven countries are small to be of substantive meaning. Aims: This paper is an attempt to fine tune the comparisons for better understanding of the situation in East Asian. Sample: Data of the seven East Asian countries were pulled from the PISA 2009 report and re-analyzed. Method: Pair-wise comparisons were made by way of effect size on Reading, Mathematics, and Science. Results: The overall patterns of differences show that Shanghai-China is definitely ahead of all the others. Korea, Hong Kong-China, and Singapore are similar in performance and form a cluster. Japan, Chinese Taipei, and Macao-China are similar and form another cluster at the lower end of achievement. Conclusion: Instead of ranking the seven countries with seven different ranks, it is more meaningful to cluster them into three groups to avoid spurious precision. In other words, league tables should not differentiate where there are no meaningful differences. (Contains 4 tables.)
The Interplay of Processing Task, Text Type, and Proficiency in L2 Reading
Author: Yoshida, Mami
Date: 2012-04-00
Type: Journal Articles
Subjects: Reading Comprehension,Content Analysis,English (Second Language),Language Proficiency,Second Language Learning,Second Language Instruction,Foreign Countries,Task Analysis,College Students,Reading Skills,Recall (Psychology),Correlation

This study was an investigation of how particular processing tasks influence L2 reading in relation to text type effects and L2 reading proficiency. Two groups of Japanese university EFL students (N = 103), varying in English reading proficiency, read a narrative passage and an expository passage in one of three task conditions: outlining, answering embedded questions, and reading only. All three groups produced written recalls immediately after reading as well as one week later. The results indicated no significant differences related to task types. However, a main effect for text type effect was shown only on the immediate recall of main ideas: More main ideas were recalled for the narrative text than for the expository text. Text type effects became more prominent in the delayed recalls. The content analysis of prototypical recalls suggested qualitative differences between task types and possible interactions between task types and text types. (Contains 9 tables.)