ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;New Directions for Traditional Lessons&quot;: Can Handheld Game Consoles Enhance Mental Mathematics Skills?
Author: Main, Susan
Date: 2011-03-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Values Education,Teaching Methods,Games,Electronic Learning,Computer Uses in Education,Educational Technology,Primary Education,Computer Software,Mathematics Education,Student Evaluation,Foreign Countries,Comparative Analysis,Cognitive Processes

This paper reports on a pilot study that compared the use of commercial off-the-shelf (COTS) handheld game consoles (HGCs) with traditional teaching methods to develop the automaticity of mathematical calculations and self-concept towards mathematics for year 4 students in two metropolitan schools. One class conducted daily sessions using the HGCs and the Dr Kawashima's Brain Training software to enhance their mental maths skills while the comparison class engaged in mental maths lessons using more traditional classroom approaches. Students were assessed using standardised tests at the beginning and completion of the term and findings indicated that students who undertook the Brain Training pilot study using the HGCs showed significant improvement in both the speed and accuracy of their mathematical calculations and self-concept compared to students in the control school. An exploration of the intervention, discussion of methodology and the implications of the use of HGCs in the primary classroom are presented. (Contains 3 tables.)
Campus Climate Neutrality--Yes We Can! It's a Big Challenge, but Here's How to Do It
Author: Simpson, Walter
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Fuels,Energy Conservation,Conservation (Environment),Climate,Colleges,Facilities Management,Educational Facilities Improvement,Sustainable Development,Transportation,Educational Facilities Planning

Everyone knows climate change is real, it's happening quickly, its risks are great, and it is not too late to do something about it. Indicative of change is the fact that as of early 2009 over 600 colleges and universities have pledged to achieve climate neutrality through the American College & University Presidents Climate Commitment. Presidents of large and small institutions of higher education have made this commitment, recognizing that colleges and universities must be leaders in the effort to address the gravest environmental threat humans have ever faced. As the meaning of climate neutrality sinks in, i.e., the daunting task of reducing net reliance on fossil fuels to zero, many campus leaders--including facilities managers--may be shaking their heads wondering what their president has gotten them into. In this article, the author provides an in depth, step-by-step plan on how to achieve climate neutrality.
Carbon Neutrality and the Use of Offsets
Author: Ney, Richard A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Climate Control,Conservation (Environment),Energy Conservation,Colleges,Educational Facilities Improvement,Pollution,Facilities Management,Sustainable Development

Many organizations, including colleges and universities, are moving to address the threat of climate change by reducing greenhouse gas (GHG) emissions from their operations. For example, the rapid growth of participation in the Presidents Climate Commitment (PCC) now means that more than 600 colleges and universities have pledged to develop plans to become carbon neutral. Carbon neutrality is defined as achieving a state where the operation has zero-net emission of greenhouse gases. It is highly unlikely that an organization will be able to achieve zero absolute emissions of greenhouse gases, since most forms of energy, many materials, and wastes all contribute to GHG emissions. This means that despite aggressive programs to switch to renewable energy, and reduce consumption and waste, credits or offsets must be purchased to counteract those emissions that the institution cannot prevent emitting. The term "carbon offset" refers to a reduction in emissions of any GHG, such as methane, nitrous oxide, or even sulfur hexafluoride. The "offset" is a quantified GHG reduction purchased and used to negate or cancel out an equivalent emission from the operation. Care must be exercised when evaluating different projects for the quality of their claimed carbon offset. There are a series of criteria that a potential offset must meet in order to be deemed adequate for use in the carbon neutrality calculation of the PCC. This article describes a few of the criteria that the offset must meet and offers strategies for managing the carbon footprint and carbon neutrality.
Teacher Values and Relationship: Factors in Values Education
Author: Brady, Laurie
Date: 2011-03-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Values,Values Education,Teaching Methods,Interpersonal Relationship,Teacher Student Relationship,Teacher Education Programs,Classroom Environment,Foreign Countries,Cognitive Development,Role Playing,Self Esteem,Teacher Role,Altruism

Intrigued by the notion that effective teaching is as much about relationship as it is about &quot;technical&quot; proficiency, the author examines the values of teachers that inform classroom relationships, and poses the question as to whether there are particular teacher values that are necessary for quality values education. This question is addressed by focusing on the teaching strategies involved in the major approaches to values education, and by deducing the teacher values necessary for effective teaching. The implications for the pedagogy of teacher education are briefly discussed.
Carbon Emissions Trading and Combined Heat and Power Strategies: Unintended Consequences
Author: Tysseling, John C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Energy Conservation,Climate,Sustainable Development,Power Technology,Energy Education,Energy Management,Cost Effectiveness,Program Implementation,Case Studies,Environmental Standards

Facility professionals continuously search for projects that reduce energy consumption and operating costs so as to directly benefit their bottom line. Many institutions nationwide have contemplated or made investments in combined heat and power (CHP) projects as a life-cycle strategy to minimize operating costs. However, recent sustainability and climate change initiatives have revealed another significant benefit of CHP--reduced greenhouse gas (GHG) emissions. In many regions, policies for regulating GHG emissions are being drafted for near-term implementation, with an emphasis on "cap-and-trade" mechanisms. Unless thoughtfully composed, these programs may distort and corrupt the incentives for carbon emission reductions that are realized by CHP investments. In this article, the authors demonstrate the potential economic consequences of cap-and-trade programs in a CHP environment, basing an example on the current draft of the Western Climate Initiative programs and the University of New Mexico facilities operations. This demonstration serves as an "urgent call to action" for facilities managers and administrators to participate in developing climate initiatives that recognize and facilitate the environmental benefits of combined heat and power systems. (Contains 5 figures, 1 table, and 3 notes.)
Paradox, Promise and Public Pedagogy: Implications of the Federal Government's Digital Education Revolution
Author: Buchanan, Rachel
Date: 2011-03-00
Type: Journal Articles
Subjects: Educational Technology,Federal Government,Computer Uses in Education,Teaching Methods,Foreign Countries,Financial Support,Access to Computers,Educational Change,Educational Policy,Global Approach,Government Role

The use of digital technology in the classroom is a significant issue for teachers as they are under increasing pressure to teach in technologically mediated ways. This &quot;digital turn&quot; in education has culminated in the Australian federal government's Digital Education Revolution, which represents a multi-billion dollar commitment to putting computers in schools and the implementation of technological pedagogical practice. This paper focuses on the confluence between globalised economic process, the Digital Education Revolution, and the discourse of the digital native; and describes the way in which students' use of digital technologies is identity forming. I examine the Digital Education Revolution policy and related discourse in order to sketch out some of the educational implications. Drawing upon Giroux's (2004) notion of &quot;public pedagogy&quot; I argue that using digital technologies could potentially open up an educative space to allow students to author their own digital identity. While the Digital Education Revolution is a product of the influence of globalisation upon education, it, nonetheless, contains contradictory prohibitions and possibilities that can be utilised to take the use of digital technology beyond that of preparing students for work in a globalised information economy.
National Trends in Sustainability Performance: Lessons for Facilities Leaders
Author: Jones, Kristy M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Evidence,Campuses,Program Effectiveness,Sustainability,Trend Analysis,Operations Research,National Surveys,Energy Management,Educational Facilities Improvement,Facilities Management,Program Evaluation,Performance Factors

For most facilities leaders, sustainability is nothing new. The authors have observed repeatedly over several decades that administrative and facilities staff have often taken the lead in initiating many of the most effective and visible efforts on campuses to dramatically curb energy use and waste and to contain costs, even during times of rapid growth. It was not particularly a surprise to the authors, therefore, when the findings of their new study, &quot;Campus Environment 2008: A National Report Card on Sustainability in Higher Education,&quot; released last August, revealed campus operations as leading the effort to &quot;green&quot; America's colleges and universities. It also identifies a few missed opportunities and areas where facilities and other leaders on campuses are planning to do much more. The study, conducted by Princeton Survey Research Associates International for the National Wildlife Federation, evaluates sustainability performance at 1,068 two- and four-year colleges and universities in 50 states and focuses on three areas: curriculum, management, and operations. Its purpose is to explore the extent to which college and university leaders value environmental performance and sustainability and are putting these values into practice. It also aims to glimpse beyond the anecdotal evidence into nationwide trends across all types of campuses, large and small, public and private, in all regions of the country. The authors not only report on current activity and performance, but also compare these trends with their 2001 study. Other studies by peer groups, looking in different ways at select colleges and universities, have emerged since 2001. Taken together, these surveys provide varied lenses through which to view the vast and complex subject of campus leadership for sustainability, and they signal the growing interest in this topic.
Teaching Teachers about Emotion Regulation in the Classroom
Author: Fried, Leanne
Date: 2011-03-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Interaction,Cognitive Processes,Emotional Response,Self Control,Classroom Environment,Literature Reviews,Student Behavior,Teacher Behavior,Teacher Competencies

Emotions affect, and are intertwined with, many of the cognitive processes of learning and also classroom motivation and social interaction. There are often times within daily classroom life that students and teachers are required to, or feel compelled to, regulate their emotions. Limited research has shown that particular aspects of classroom environments can enhance emotion regulation strategy development. In addition, research indicates that some emotion regulation strategies are more effective than others, with antecedent strategies appearing favourable. Using a self-regulation perspective, this article takes a broad look at emotion regulation in the classroom through a review of relevant research, including the author's own. The article investigates the importance of emotion regulation in the classroom and subsequently how emotion regulation development can be enhanced.
LEDs: DOE Programs Add Credibility to a Developing Technology
Author: Conbere, Susan
Date: 2009-00-00
Type: Journal Articles
Subjects: Facilities Management,Lighting,Energy Conservation,Energy Management,Technological Advancement,Economic Impact,Power Technology,Program Descriptions,Program Development,Cost Effectiveness

LED (light-emitting diode) technology is moving fast, and with justification, some facility managers have viewed it with a wary eye. Some LEDs on the market do not perform as promised, and the technology is changing rapidly. But new developments from the U.S. Department of Energy (DOE) now make it easier for facility managers to find LEDs that meet manufacturers' claims for light quality, life expectancy, and efficiency. DOE has invested significant effort in supporting LEDs, which, due to their much greater durability and potential for efficiency, DOE calls a revolution in lighting. In December 2008, DOE released the first ENERGY STAR criteria for LED fixtures. DOE also announced the creation of Solid State Lighting Quality Advocates, a new program designed to help purchasers find a wider range of high-quality LEDs. (Contains 2 notes.)
Listening to the Concerns of Student Teachers in Malaysia during Teaching Practice
Author: Goh, Pauline Swee-choo
Date: 2011-03-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Teachers,Practicums,Discipline,Adjustment (to Environment),Foreign Countries,Reflective Teaching,Student Teacher Attitudes,Student Journals,Teaching Methods,Learning Strategies,Science Teachers

This study examined the concerns and experiences of Malaysian student teachers during their practicum. The 14 student teachers who volunteered were asked to maintain a reflective journal throughout their practicum to document their teaching concerns and confidence to teach. Eighteen derived concerns were identified and placed into four main themes: (a) classroom management and student discipline; (b) institutional and personal adjustment; (c) classroom teaching; and (d) student learning. Specific comments were sought to provide citations that represented their concerns. This paper has intended to draw attention to the underlying reasons given by student teachers about their concerns prior to and during the practicum in order to integrate areas of concern into future management and development of teacher education. The value of the study was in the pursuit of using student teachers' own capacity to self-assess and appraise their circumstances as a research area in teaching; and showed how the understanding of learning to teach could be enriched through their own self-awareness of the circumstances surrounding them. (Contains 1 table.)
Improving Affordability of Higher Education through Buying Consortia
Author: Isaak, Larry A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Consortia,Purchasing,Higher Education,Fringe Benefits,Health Insurance,Energy,Utilities,Costs

Many public and private higher education institutions continue to experience flat or reduced state budget allocations, coupled with tuition and fees that continue to exceed inflation. Finding proactive and innovative approaches to reduce costs without sacrificing quality of instruction and service is truly the challenge facing facility and business officers. In November 2008, the Midwestern Higher Education Compact (MHEC) was awarded an $800,000 grant from Lumina Foundation for Education to implement regional initiatives to improve higher education productivity for colleges and universities that face increasing costs for energy and utilities and for employee and student healthcare. The goal of this initiative is for institutions to realize financial savings in these two areas where costs continue to rise at a significant rate. By bringing together the resources of national higher education associations, MHEC has tremendous opportunities to develop programs which, when initiated will bring additional savings to MHEC member institutions, and provide cost savings models for the benefit of all of higher education.
Getting Started and Working with Building Information Modeling
Author: Smith, Dana K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Models,Buildings,Facilities Management,Information Technology

This article will assume that one has heard of Building Information Modeling or BIM but has not developed a strategy as to how to get the most out of it. The National BIM Standard (NBIMS) has defined BIM as a digital representation of physical and functional characteristics of a facility. As such, it serves as a shared knowledge resource for information about a facility, forming a reliable basis for decisions during its life cycle from inception onward. A basic premise of BIM is collaboration by different stakeholders at different phases of the life cycle of a facility to insert, extract, update, or modify information to support and reflect the roles of that stakeholder. The BIM is a shared digital representation founded on open standards for interoperability.
The Promotion of &quot;Character&quot; and Its Relationship to Retention in Higher Education
Author: Noble, Karen
Date: 2011-03-00
Type: Journal Articles
Subjects: Academic Persistence,Ethics,Preservice Teacher Education,Higher Education,Teacher Education Programs,Personality,College Faculty,Teaching Methods,Foreign Countries,Learning Processes,Peer Relationship,Teacher Student Relationship

With transition to university a strong focus across most higher education institutions, undergraduate teacher education programs have been increasingly scrutinised regarding their (in)ability to adequately prepare students for the challenging social contexts that they will meet. As a result, there has been a burgeoning of approaches which initiate beginning students. In the Education Faculty of a regional Australian university, the FYI (First Year Infusion/For Your Information) Program attempts to build capacity among pre-service students in a supportive learning community. In an intentionally created context, the program provides a Learning Circle approach to student support. Through consciously infusing the value of &quot;character&quot; into the transition program, there is evidence of tangible impacts upon students' interactions in the learning process and their commitment to course completion. Data are presented that suggest that students' high quality interactions with peers and academic staff in an informal context are vital to academic success, and that staff also benefit from this program. It would suggest that the development of effective partnerships between all stakeholders is paramount in helping to build capacity. (Contains 1 table and 1 figure.)
Pre-Service English Teachers' Perceptions of an Overseas Field Experience Programme
Author: Yang, Chi Cheung Ruby
Date: 2011-03-00
Type: Journal Articles
Subjects: Interviews,Language Teachers,Teaching Experience,Teacher Educators,English (Second Language),Preservice Teachers,Student Attitudes,Second Language Learning,Second Language Instruction,Field Experience Programs,Foreign Countries,Study Abroad,Partnerships in Education

This paper aims to present a small group of pre-service English teachers' perceptions towards the overseas field experience programme jointly organised by a university in Canada and the teacher trainer institute in Hong Kong. The study involved seven Canadian Year 3 and 4 B.Ed. TESL students who participated in the investigated eight-week overseas field experience programme to Hong Kong. A purely qualitative method was adopted in which a semi-structured interview was conducted and the participants were asked to keep fieldwork logs to obtain their views of the programme. The results of the study show that the participants were highly positive about this overseas field experience because they could understand more about the nature of Chinese ESL students through their teaching experience in Hong Kong. The paper concludes by suggesting that an effective collaboration and communication among the partnership universities and the linking schools is particularly important because it can make the participants benefit most from the programme.
BIM (Building Information Modeling) and TCO (Total Cost of Ownership)
Author: Christensen, Douglas K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Maintenance,Life Cycle Costing,Sustainability,Facilities Management,Models,Buildings,Information Technology,Educational Facilities

There are some words in the building industry that seem to be clear and understandable to say, yet they need some help in understanding the depth of the meaning. When the term maintenance is talked about there seems to be some agreement that it does not mean building a new building. Maintenance as a term covers many areas and if not clarified could be interpreted to mean a lot of things. Entering into the maintenance vocabulary are some new words. One of the words that seems simple to talk about yet is hard to find a common definition for is the term "Sustainability." Another new word is "interoperability," which is sometimes referred as a technology term. Sustainability and interoperability are terms and definitions that help describe two additional terms that are impacting the profession: BIM-"Building Information Modeling" and TCO-"Total Cost of Ownership." The only way these two terms are made feasible is if the practice of sustainability and interoperability is not just a planted idea in the minds of an organization, but that steps are being taken to incorporate the terms into the core way in which management sees its role and vision as facilities managers. These terms, if taken on by any organization, must be understood as a "paradigm shift" and that everything that is currently being done needs to be seen through this new vision.
Reflection at the Interface of Theory and Practice: An Analysis of Pre-Service English Language Teachers' Written Reflections
Author: Yesilbursa, Amanda
Date: 2011-03-00
Type: Journal Articles
Subjects: Video Technology,Preservice Teacher Education,Microteaching,Reflective Teaching,Foreign Countries,Preservice Teachers,Student Attitudes,Language Teachers,English (Second Language),Second Language Learning,Methods Courses,Writing (Composition),Second Language Instruction

This study was conducted to identify the characteristics of a group of Turkish pre-service English Language teachers' reflective writing. A mixed method approach was taken in the analysis of their written reflections on a video-recorded microteaching experience at the end of a campus-based methodology course. First, qualitative analysis of the written reflections revealed the modes and themes of reflection. Second, the crosstabulations of the emerging reflective and thematic categories were calculated to investigate how each category interacted. The analyses revealed that while most of the reflection was descriptive and focused on the self, some of the participants engaged in reflection that showed a search for reasons behind and alternatives to their practice. Some also referred to past and hypothetical future experiences. This study contributes to the knowledge base on the reflective writing of non-native pre-service English Language teachers and emphasises the importance of tapping into reflections early on in pre-service teacher education. (Contains 3 tables.)