ethanporcaro/eric-fulltext-meta huggingface dataset:
Losing Control: Conducting Studies with Comparison Groups
Author: Norton, Jan
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Research,Research Methodology,Comparative Analysis,Student Characteristics,Scores,Grades (Scholastic),Standardized Tests,Academic Persistence,College Entrance Examinations,Student Placement,Learning Strategies,Measures (Individuals),Study Skills

Studies in education often report the differences between participants' and non-participants' test scores, course grades, retention, and other criteria. When participants' average performance is higher, it can be difficult to attribute the improvements to participation. Comparing participants and non-participants on other measures can strengthen the argument that participation had a positive impact when the two groups are otherwise similar in relevant ways. Reviewing students' demographic characteristics, incoming ACT/SAT scores, previous grades, and placement results can establish points of comparison; specific statistics can also assist in identifying similarities and differences between groups.
Status of Higher Secondary School Libraries in Thiruvallur District
Author: Seenivasan, M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Questionnaires,School Libraries,Library Role,Librarians,Library Materials,Library Services

Libraries are the main sources of knowledge. They play a major role in fostering reading habit among school children. Hence, it is deemed interactive to study the status of higher secondary school libraries in Thiruvallur District, Tamil Nadu. For the Analysis 50 Higher Secondary Schools were selected randomly comprising of Government Higher secondary school, Government Aided Higher Secondary School, Private Matriculation Higher Secondary School and Kendriya Vidyalaya from Thiruvallur District. Questionnaires were distributed to the Headmasters/Principals of those schools who participated in the survey. The collected data has been tabulated and analyzed using Simple Parentage Analysis. The result showed that 35 schools (70%) have libraries; where as 15 schools (30%) don't have libraries in their schools. It is also found that only 27 schools (54%) have appointed fulltime librarians, but 23 schools don't have qualified librarians. From the results, it has been concluded that the school libraries functioning in Kendriya Vidyalaya's and Private Matriculation Higher Secondary Schools are in a remarkable state, where as Libraries in Government Higher Secondary Schools and Government Aided Higher Secondary Schools are in a poor state.
Persistence of At-Risk Students in a Developmental Reading Course
Author: Johnson, Carrie
Date: 2006-00-00
Type: Journal Articles
Subjects: At Risk Students,Developmental Studies Programs,Remedial Reading,Urban Areas,College Students,Program Effectiveness,Student Attitudes,Student Motivation,Mentors,Teacher Role,Phenomenology,Semi Structured Interviews,Counselor Role

Developmental programs exist throughout postsecondary education institutions. The CHANCE program at Northern Illinois University targets the needs of inner city students to support them in becoming successful college students. This study sought to understand the reasons that CHANCE students who had failed a required reading course returned to the university and succeeded in passing the course the second time. The study revealed three major themes in the students' decisions to return and continue their education: personal motivation, role of the mentor, and the role of the instructor.
Social Media and Education: Perceptions and Need for Support
Author: Mourlam, Daniel
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Media,High School Students,Social Studies,Program Implementation,Teacher Attitudes,Student Attitudes,Mass Media Use,Teaching Methods,Focus Groups,Semi Structured Interviews,Usability,Technology Uses in Education,Statistical Analysis,Qualitative Research

Social media has become a way of life. Society has become very connected, yet the classroom still remains quite isolated, from other teachers, students, experts, parents, the community, and a host of others who could potentially enhance learning. There are a number of different ways by which schools and teachers could open their classrooms to the rest of the world, and social media constitutes one of those ways. This study sought to examine one of those ways through the implementation of a Facebook Group in a high school social studies course to determine student and instructor perceptions, as well as to better understand how social media could be implemented in the educative process. The results of this study indicate that, there may be a potential for social media use in the teaching and learning process, but only if the innovation is supported throughout its implementation.
ICT to Support Ideation via General Education
Author: Thorsteinsson, Gisli
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Technology,Case Studies,Online Courses,Educational Innovation,Thinking Skills,Concept Formation,Foreign Countries,Course Content,Course Descriptions,Electronic Learning,Virtual Classrooms,Needs Assessment,Problem Solving,Educational Benefits,Educational Objectives,Data Collection,Coding,Educational Planning,Teacher Role,Computer Literacy,Student Motivation,Student Needs,Notetaking,Computer Assisted Design,Freehand Drawing,Computer Mediated Communication,Cooperative Learning,Usability,Grounded Theory

This paper reports a case study series of four related case study lessons, set up as a course using a Virtual Reality Learning Environment (VRLE) to support the students' ideation skills in Innovation Education (IE) in Icelandic conventional classroom. The IE course content and preparation is described. Overall aims, objectives and research questions for the case study series are stated and specific data collection methods explained. Triangulated findings are reported as categories and results are discussed and analysed. Subsequently, the following research questions are answered. 1. How could the VRLE be used with IE material in a conventional classroom? 2. What pedagogical factors influence the innovation process, where the VRLE is used?
Motivating Basic Writers through Self-Assessment and Goal-Setting
Author: Horn, Susanna K.
Date: 2007-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Goal Orientation,Writing (Composition),Writing Strategies,Basic Writing,Developmental Studies Programs,Remedial Programs,Interviews,Student Characteristics,Teaching Methods,Check Lists,Essays,Letters (Correspondence),College Students

It has long been established that self-assessment and goal-setting are regular features of the writing process of experienced writers. It has also been demonstrated that students develop more power and control over their writing when they are encouraged to become their own evaluators. Therefore, to help beginning writers think and act more like successful writers, teachers must integrate reflection and self-assessment as core components of English writing instruction. Th is article summarizes how one Basic Writing course actively engages students in consistent formal and informal self-assessment and goal-setting activities that encourage them to develop a &quot;writerly&quot; mindset as they modify their behaviors to better approximate those of experienced writers.
An Investigation of Teachers' Attitudes towards Children with Asperger's Syndrome
Author: Alenizi, Mogbel Aid K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Attitudes toward Disabilities,Asperger Syndrome,Children,Questionnaires,Knowledge Level,Age Differences,Gender Differences,Teaching Experience,Likert Scales,Elementary School Teachers,Graduate Students,College Faculty,Special Needs Students,Foreign Countries,Test Reliability,Test Validity,Statistical Analysis,Nonparametric Statistics

The purpose of this research is to measure the teachers' awareness of, and attitudes towards children with Asperger's Syndrome (AS, hereafter). The main intention was to sample primary school teachers; however time constraints dictated that the 30 teachers (male and female), who participated in this study, were postgraduate students and teaching staff. The instrument used in this study was a questionnaire that consisted of 34 items; 15 on attitude and 15 on knowledge. The independent variables were gender, age and experience of teaching children with Special Educational Needs; the dependent variables were knowledge of and attitude towards children with AS. The responses were subjected to a range of tests which, in the first place, showed there were some problems with the design of the questionnaire, also that responses were not a normal distribution, so the chosen tests were non-parametric, mainly Mann-Whitney U test. Very few differences in knowledge or attitude were found among the different groups of teachers. No significant differences in either knowledge or attitude were found in age or gender. The one interesting finding was that whilst teachers with experience of teaching children with Special Educational Needs (SEN, hereafter) had more knowledge, they were no more likely to have positive attitudes than others.
A Study on Institutional Perception of Student Teachers on the Principles of Total Quality Management
Author: Sundaresan, S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,Student Teacher Attitudes,Total Quality Management,Educational Quality,Student Teachers,Higher Education,Teacher Effectiveness,Surveys,Teacher Education,Foreign Countries,Teacher Education Programs

Education shapes the destiny of a nation, and is the principal instrument for developing human capabilities. Educational quality is highly influenced by the learning experiences gained during the teaching-learning process. The concern for improving quality of teaching-learning process is significant, since this is a mechanism through which the content and intent of curriculum is transacted at elementary, secondary as well as higher education level. In order to impart quality education, our education system has to acquire the following qualities such as quality syllabus, quality faculty, quality teaching and evaluation, quality research and quality character. As quality education is need of hour, all the quality issues should be given top most priority with equal attention. Hence the present study was focused in such a way to study the perception of students of teacher education institution towards different quality parameters. A survey was made with the help of the Student's Institutional Perception Scale (SIPS) constructed by Subramonian and Muthaiah (2006). This survey was conducted among 150 student teachers and the results revealed that, in studying the quality management of the institution, the perception of students towards their institution varied with regard to their gender and there was no variation with regard to their educational qualification with their locality.
Learning in the Laboratory: How Group Assignments Affect Motivation and Performance
Author: Belanger, John R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Group Activities,Assignments,College Seniors,Student Motivation,Performance,Grades (Scholastic),Feedback (Response),Comparative Analysis,Chemical Engineering,Engineering Education,Student Projects,Laboratories,Critical Thinking,Student Attitudes,Military Schools,Surveys

Team projects can optimize educational resources in a laboratory, but also create the potential for social loafing. Allowing students to choose their own groups could increase their motivation to learn and improve academic performance. To test this hypothesis, final grades and feedback from students were compared for the same course in two different years, one with and one without fixed group arrangements. Seniors of the United States Military Academy at West Point were divided into groups of three or four to complete chemical engineering lab projects during the fall semesters of 2014 and 2015. In the first year, 21 cadets remained in instructor-assigned teams for the duration of the course. The next year, 23 cadets were initially assigned groups, but then allowed to choose their own teammates for the second half of the semester. There was no significant difference in graded performance between the two years, although cadet feedback was interesting. When cadets had the option of choosing groups, 65% of survey respondents strongly agreed that their peers had contributed to their learning, versus 40% when groups were not allowed to change. When asked if their motivation to learn or their critical thinking ability had increased, fewer respondents in the second year strongly agreed with either statement. While these results are not conclusive, a wider implementation of team-focused learning currently underway at West Point will offer a robust dataset and insights on how to get group work to work well in science and engineering education.
Building Effective Supervisory Relationships in the Online Counseling Course: Faculty and Student Responsibilities
Author: Cicco, Gina
Date: 2014-00-00
Type: Journal Articles
Subjects: Counseling,Online Courses,Student Responsibility,Teacher Responsibility,Counselor Educators,Counselor Training,Supervision,Internship Programs,Counseling Effectiveness,School Counselors,School Counseling,Supervisor Supervisee Relationship,Virtual Classrooms,Electronic Learning

This article will provide an outline for counselor educators and their students on how to develop and maintain solid supervisory relationships in the online classroom. Counselors-in-training are required to complete practicum and internship experiences during their graduate academic preparation. These field experience courses typically involve 100 to 300 hours of on-site practice in school or mental health settings, under the supervision of certified or licensed counseling practitioners. In addition to the experiential learning, counseling interns participate in a weekly seminar of two to three hours in duration with a counseling faculty instructor serving as the faculty supervisor. These seminar courses allow for interns to examine their skill and technique development, review specific cases, and engage in self- and peer-evaluation of their overall on-site performance. The faculty supervisor plays an important role in providing ongoing guidance, mentoring, and constructive feedback for interns to facilitate their professional growth during the course (Sweitzer &amp; King, 2014). As more and more traditional seminar courses are offered in the online classroom, the development of effective online supervisory relationships, a crucial aspect of counseling trainee success, must be considered. The responsibilities of the counselor educator and counseling student in the online internship course will be discussed to ensure that the supervisory relationship supports, rather than hindering the growth and development of the future professional counselor (Hollins-Alexander, 2013). Successful communication and evaluation practices will be emphasized.
Professional Development and Mentoring in Support of Teacher Retention
Author: Rodgers, Christopher
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development,Mentors,Teacher Persistence,Beginning Teachers,Novices,Stress Management,Teamwork,Staff Development,Beginning Teacher Induction,Teacher Leadership

The authors' discussion will describe how teacher retention is in jeopardy. Many novice teachers are ill-prepared to handle the rigorous school days and challenging students academically and behaviorally (Stansbury &amp; Zimmerman, 2002). Novice teachers need guidance and support to ease tensions and stress levels which arise during teaching (Bolin, 2008). Common preparation periods and team teaching is an effective form of staff development (Lewis et al., 1999). Teamwork makes stronger teachers to help weaker teachers and produce improvements in teaching by sharing techniques and information. This has led to the need for staff developments that encourage mentoring to help teacher retention rates.
A Study of Occupational Stress and Organizational Climate of Higher Secondary Teachers
Author: Benedicta, A. Sneha
Date: 2014-00-00
Type: Journal Articles
Subjects: Stress Variables,Work Environment,Teaching Conditions,Organizational Climate,Secondary School Teachers,Gender Differences,Geographic Location,School Location,Rural Schools,Urban Schools,Family Characteristics,Teaching Experience,Tenure,Educational Environment,Teacher Surveys,Hypothesis Testing,Teaching (Occupation),Public School Teachers,Private Schools,Comparative Analysis

This study mainly aims to describe the occupational stress and organizational climate of higher secondary teachers with regard to gender, locality, family type, experience and type of management. Simple random sampling technique was adopted for the selection of sample. The data is collected from 200 higher secondary teachers from government and private schools. The tool used in this study is Santhappan's Teacher Stress Source Scale and Organizational Climate Scale (1987). In this study, the investigator found that the higher secondary teachers are having high occupational stress and need better organizational climate.
&quot;New Voices&quot;: Enduring Basic Writing
Author: Bourgeois, Pamela
Date: 2008-00-00
Type: Journal Articles
Subjects: Basic Writing,Writing Instruction,Higher Education,College English,English Departments,College Programs,Urban Universities,Writing Processes,Writing Skills,Student Writing Models,Writing (Composition)

This article addresses the issue of basic writing, demonstrating how one university's basic writing program acts as a steward of writing. The assumption that basic writers only consume resources rather than contribute to academic excellence is rejected. What links the author responses to this issue is a publication of student writing entitled &quot;New Voices&quot; which is used as a supplemental text in all of the basic reading and writing classes. &quot;New Voices,&quot; aptly named for students who are &quot;new&quot; to the university and who are from families who are likely to be &quot;new&quot; to mainstream educational culture, is a collection of writing by students in the English Department's Developmental Writing Program at California State University, Northridge, a large urban university located in the San Fernando Valley in northwest Los Angeles. This basic writing program serves more than 1500 students each year and draws students from many different ethnic, economic, and religious backgrounds. Many of these students are the first in their families to attend a university or even to graduate from high school.
Enabling the Differently-Abled
Author: Pal, Sonali
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Academic Accommodations (Disabilities),College Students,Dyslexia,Web Sites,Student Needs,Instructional Materials

It is perhaps unfortunate that enabling technologies do not come with an &quot;ability warning&quot;, as they generally require the user to already have acquired a certain level of IT skills, in a similar way that online courses require users to have a certain level of prior IT knowledge. Accessing a computer and making the most of e-learning materials requires support at both the curriculum and technological levels, and some students find it easier to work with computers than others. Dyslexic students are no different, and often have the added cognitive load of having to use enabling technologies to access these materials, examples being text to speech facilities, magnification, changes in desktop settings and various methods to help with the input of text. These added technologies can be liberating, but only if they have been chosen with the specific requirements of that particular student in mind, and the student has gained adequate skills to make the most of the technologies' attributes. Disabled learners must not be disadvantaged in education and it is important to ensure that learners are not unfairly treated in assessment situations. Colleges have an obligation to anticipate the needs of learners and to make reasonable adjustments to ensure that disabled learners can demonstrate their skills and abilities equally with their nondisabled peers. This obligation extends to online, distance and blended learning. Disabled learners can encounter barriers when undertaking online learning and when using Information Learning Technology. The focus of this paper is how to make learning materials and electronic learning environments easy and made accessible. In many cases, assessments can be undertaken using technology to assist learners. However, the needs of disabled learners also should be considered when the assessment is technology based, for example, multiple choice quizzes in a Virtual Learning Environment (VLE). This paper covers the four main areas of accessibility: presentation, content, structure and navigation. Importance should be stressed on anticipating the needs of disabled learners in any given learning situation. This means that colleges and curriculum managers should not wait until a disabled learner has enrolled on the course before thinking about which adjustments may be necessary in the classroom or the delivery method. An anticipatory duty means that colleges should include consideration of the needs of disabled learners during the period of curriculum design, planning and review. It is important to remember that access to the curriculum cannot be Provided solely by means of technology; what is needed is a pedagogical solution, where the learner is included through an equivalent accessible learning experience.
Advising Undergraduates Considering Graduate Work in English
Author: West, Michael
Date: 2009-00-00
Type: Journal Articles
Subjects: Academic Advising,College English,Questionnaires,College Programs,Undergraduate Students,Graduate Study

During the author's first decade of college teaching spent at Harvard and Wesleyan he often wrote letters recommending students from those relatively prestigious institutions for graduate English programs. Upon moving to the University of Pittsburgh, however, he did so less frequently for two decades, partly because much of his teaching focused either on graduate seminars or courses oriented toward non-majors. Fifteen years ago matters came to a head when the author encouraged a strong student that he had been working with to think that she would have a fair choice of teaching assistantships by applying to her favored M.A. programs. She was sorely disappointed when only her anchor school offered her a TA--and the author was chagrined to think that he might have contributed to her disappointment by encouraging unrealistic ambitions. Rejections prodded the author to educate himself more thoroughly about the entire application process in order to improve advice to undergraduates considering graduate school. He not only volunteered to serve on the department's graduate admissions committee but began collecting information from Pitt students. To do so he devised the questionnaire presented in this article and distributed it to every Pitt senior he could contact who applied to graduate programs in English.