ethanporcaro/eric-fulltext-meta huggingface dataset:
Free Primary Education and after in Kenya: Enrolment Impact, Quality Effects, and the Transition to Secondary School. Research Monograph No. 37
Author: Oketch, Moses
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Elementary Education,Educational Finance,Program Effectiveness,Foreign Countries,Case Studies,Enrollment,Secondary Schools,Graduates,Educational Trends,Trend Analysis,Access to Education,Higher Education,College Admission,Educational Policy

Based on case-study data from a small group of Kenya primary schools, this paper first examines local-level variations in the impact of the 2003 Free Primary Education programme. The effects varied widely: in two &quot;high-impact&quot; schools, intakes more than doubled; while in several others, effects were negligible, either because local demand was already fully met, or in two cases because the schools had erected barriers to increased enrolment (the &quot;high-barrier&quot; schools). A second section enquires into secondary-school transition patterns among the graduates from the case-study schools. Although overall transition rates were high, there were wide variations in the type of secondary school entered; and these in turn had massive consequences for the leavers' chances of ultimately qualifying for access to university. The policy implications of these findings are discussed in a final section. (Contains 4 tables and 4 figures.)
Status and Trends in the Education of Racial and Ethnic Groups. NCES 2010-015
Author: Aud, Susan
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: African American Students,Ethnicity,Race,Pacific Islanders,Hawaiians,American Indians,Alaska Natives,Outcomes of Education,Educational Experience,Educational Attainment,Asian Americans,Minority Groups,Student Behavior,Hispanic American Students,Enrollment,Enrollment Trends,White Students,Educational Trends,Comparative Analysis,Educational Status Comparison,Demography,Educational Indicators,Elementary Secondary Education,Preschool Education,Academic Persistence,Postsecondary Education,Family Characteristics,Academic Achievement,Mathematics Achievement,Reading Achievement,Advanced Courses,Advanced Placement,College Entrance Examinations,Special Needs Students,Student Financial Aid,Unemployment,After School Programs,Pregnancy,School Safety,Substance Abuse,Public Agencies

&quot;Status and Trends in the Education of Racial and Ethnic Groups&quot; examines the educational progress and challenges of students in the United States by race/ethnicity. This report shows that over time, the numbers of students of each race/ethnicity who have completed high school and continued their education in college have increased. Despite these gains, the rate of progress has varied, and differences persist among Whites, Blacks, Hispanics, Asians, Native Hawaiians or Other Pacific Islanders, American Indians/Alaska Natives and students of two or more races in their performance on key indicators of educational performance. The report begins with demographic information (chapter 1) and then is organized roughly according to the chronology of an individual's education, starting with indicators on preprimary, elementary, and secondary education (chapter 2), student achievement (chapter 3) and persistence in education (chapter 4), behaviors that can affect educational experience (chapter 5), participation in postsecondary education (chapter 6), and outcomes of education (chapter 7). Guide to Sources is appended. (Contains 65 tables, 52 figures and 33 footnotes.)
A Recommendation for a New Internet-based Environment for Studying Literature
Author: Kartal, Erdogan
Date: 2010-07-01
Type: Information Analyses
Subjects: Virtual Classrooms,Internet,Teaching Methods,Computer Literacy,Literature,Technology Integration,Multimedia Materials,Electronic Learning,Web Based Instruction,Language Teachers,Teacher Education Programs,Second Language Instruction,Teacher Education Curriculum,Guidelines,Foreign Countries

The effects of information and communication technologies, which are rapidly improving and spreading in the current age, can be seen in the field of training and education as well as in all other fields. Unlike previous technologies, the Internet, which is the concrete compound of those technologies, provides users with the trio of audio, text and visual materials digitally and simultaneously. This new learning environment, which allows users to individually plan the learning process according to their preferences, has been also effective in changing traditional attitudes and habits related to reading. Nowadays, parallel to these changes, it has become necessary to teach literature in a virtual environment, or, at least, to make a connection with that environment. In this study, the authors first discuss the condition of literature on the Internet considering the Internet-literature connection and the features of reading Internet-based literary texts. Then, depending on a literature review, the authors propose a new Internet-based learning environment for teaching literature considering the extent of computer literacy, as defined by Shapiro and Hughes (1996). (Contains 1 table.)
E-Learning: A Broad-Spectrum View toward Benefits and Pitfalls
Author: Ebrahimi, Pouria
Date: 2010-02-00
Type: Information Analyses
Subjects: Electronic Learning,Educational Technology,Technology Integration,Instructional Effectiveness,Problems,Conventional Instruction,Program Effectiveness,Cost Effectiveness

In a world on the move, the need for technology in any of its form is desired every minute of every day. For any type of technology to stay in vogue, real-time information is to be delivered to the applicants; otherwise, it is doomed to fall. The process of updating information and delivering it to the applicants needs education--with no doubt. But it seems that education is also employing technology to upgrade itself. Electronic learning, known as e-learning is becoming popular day in day out. This paper studies e-learning in a broad sense. Then, it goes through a general evaluation of e-learning in terms of the benefits and pitfalls. Put simply, although e-learning has proved itself beneficial in many aspects, it seems to bear some weak points still in need of more work and research. Thus, an absolutely positive look at e-learning as a substitution for traditional classroom would be harmful to the body of education in a way or another.
Including Disabled Children in Learning: Challenges in Developing Countries. CREATE Pathways to Access. Research Monograph No. 36
Author: Croft, Alison
Date: 2010-06-00
Type: Information Analyses
Subjects: Inclusive Schools,Educational Research,Disabilities,Access to Education,Foreign Countries,Developing Nations,Mainstreaming,Regular and Special Education Relationship,Teaching Methods,Literature Reviews,Developed Nations,Student Needs,Student Rights,Educational Environment,Models,Social Influences,Barriers,Teacher Role,Curriculum,Individualized Instruction,Delivery Systems,Teacher Attitudes

This is an exploratory study suggesting ways of analysing challenges for developing countries in the move to greater inclusion of disabled children and young people in learning. The paper focuses on pedagogical challenges to realising more inclusive education. Pedagogy encompasses not only the practice of teaching and learning, but also the ideas that inform practice held at various levels of the education system and in broader society. This paper therefore examines aspects of teaching and learning and ideas about the social purposes of education. It is based on a review of relevant literature drawing together insights from developing and developed economies. The paper is divided into five chapters. After a brief introductory chapter, Chapter 2 looks at analyses of the concepts of disability and inclusive education in order to explain the rationale for looking at challenges to educational access for disabled children and young people. Chapter 3 considers the relationship between pedagogy and inclusion. Chapter 4 considers some of the pedagogical challenges to inclusive education and Chapter 5 concludes the paper by looking at the implications of the review for future research. This paper aims to be an introduction to some current work on disability and educational access for those working more generally in education and development and thus seeks to contribute to mainstreaming disability in educational research, policy and practice. Appended is: Strategies Used by Malawian Lower Primary Teachers in Response to Pupil Diversity. (Contains 1 figure and 15 footnotes.)
On Phonetics and Phonology: A Broad-Termed Comparison and Contrast between Broad and Narrow Transcription
Author: Ebrahimi, Pouria
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Phonetics,Physiology,Articulation (Speech),Interdisciplinary Approach,Phonetic Transcription,Structural Linguistics,English (Second Language),Comparative Analysis

As a subfield of linguistics, phonetics and phonology have as their main axis the concern of articulation of sounds; that is, how human beings produce speech. Although dated back over 2000 years ago, modern contributions of scientists and scholars regarding phonetics and phonology have involved various fields of science and schools of thought such as philosophy, physiology, psychology, and even American structuralism. So, in line with all this, this study starts with a general view toward phonetics and phonology holding the view of early contributors and the role of aforementioned sciences and schools of thought. Then, through representing figures and tables, this study continues to consider two major aspects of the field, namely broad and narrow transcription. A broad-termed comparison and contract between the two, this study aims to imply, indicates the former transcription harmful to the same extent, if not more one should like to emphasize, it could be of assistance. It is because it does not represent the exact subtleties of phonetics and, thus, prevent the person from achieving a native-like pronunciation. (Contains 5 figures and 2 tables.)
Teaching Psychology and Literature: Melancholia as Motivation in the Novels of Dick Francis
Author: Wagner, Elaine
Date: 2010-07-12
Type: Opinion Papers
Subjects: Interdisciplinary Approach,Motivation,Psychology,Depression (Psychology),Novels,Literature,Popular Culture,Literary Devices,Emotional Adjustment,Alienation,Social Isolation,Affective Behavior,Behavior Patterns,Employment,Interpersonal Relationship,Teaching Methods

Teaching literature from a psychological perspective provides a basis for the study and analysis of human motivation and behavior, as psychology and literature make mutual contributions to the study of both disciplines. Melancholia is a recurring theme in the novels of Dick Francis, and the first-person accounts of despair and depression are sensitive, perceptive insights into the thoughts and emotions of the protagonists. Francis effectively illustrates the melancholy hero who attempts to overcome self-doubt and fear, the loner, isolated and withdrawn from society, who can be motivated by depression to become passionately and intensely involved in his professional life. Freud wrote in "Civilization and It's Discontents," "No other technique for the conduct of life attaches the individual so firmly to reality as laying emphasis on work; for his work at least gives him a secure place in a portion of reality, in the human community."
Estimation of Apprentice and Trainee Statistics. Technical Paper
Author: Harvey, Brian
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Trainees,Data Analysis,Research Methodology,Statistical Data,Computation,Research Problems,Apprenticeships,Enrollment,Enrollment Trends,Withdrawal (Education),Graduation Rate

Apprentice and trainee data are reported by the state and territory training authorities to the National Centre for Vocational Education and Training (NCVER) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as collection 1. The sets of data submitted in subsequent quarters are referred to as collection 2, collection 3 and so on. At the time of writing, the set of data being submitted is for the June 2009 quarter and is referred to as collection 60. Of particular interest are the numbers of contracts of training that commence, complete, cancel/withdraw, recommence, expire or suspend, and the time at which these events occur (referred to as the &quot;date of effect&quot;). From these events, the number of contracts &quot;in-training&quot; at a given time can be calculated. The purpose of this technical paper is to describe: (1) the way data accumulate over many collections; (2) how items derived from the data change as the data accumulate; (3) the endorsed estimation method (developed from the analysis of the above); (4) the formulae for calculating the required estimates; and (5) potential weaknesses in the method. Supporting data is appended. (Contains 4 tables, 8 figures and 1 footnote.) [This paper is an updated version of the &quot;Estimation of Apprentice and Trainee Statistics. Technical Paper&quot; report. For the original paper, see ED510131.]
Learning Preferences of Saudi University Students with Native English Speaking Teachers
Author: Moores-Abdool, Whitney
Date: 2009-05-07
Type: Reports - Research
Subjects: Foreign Countries,College Students,Females,English (Second Language),English Instruction,Teacher Characteristics,Native Speakers,English,Teaching Styles,Culture Conflict,Cultural Differences,Student Centered Curriculum,Cognitive Style,Teacher Student Relationship,Teaching Methods,Adjustment (to Environment),Speech Communication,Oral English,Preservice Teacher Education

Like many countries building up human and technological resources, the Kingdom of Saudi Arabia (KSA) has embarked on the goal of Teaching English as a Foreign Language (TEFL) to its citizens. One goal for the KSA Ministry of Education is increasing acceptance rates at teacher colleges for both genders specializing in English, in addition to Arabic, Math, Science and Computer Science (The Executive Summary of the Ministry of Education Ten-Year Plan, 2005). Virtually all government policies come with unexpected results. For example, Native English speaking teachers (NESTs) teaching English as a foreign language (TEFL) often interact in ways that can be at odds with their host countries. Concerns involving pedagogy have been expressed in many countries with TEFL programs using NESTs (Degen &amp; Absalom, 1998; Liu &amp; Zhang, 2007; Madrid &amp; Perez, 2004; Putintseva 2003; Xiao &amp; Tiajin, 2006). Relatively little is known about Saudi university students' experiences with NESTs and their preferences for student centered learning. This exploratory study surveyed 310 Saudi female university students enrolled in university TEFL programs. The following research questions were investigated: (a) Do Saudi students prefer student centered learning; and (b) Are there cultural differences with Saudi students' and their NESTs' teaching style? The findings of this study showed that students are open to the student-centered learning approach, with certain activities within the student-centered learning approach being more favorably preferred. Implications from this study clearly display that teacher training programs should seriously examine and implement innovative ways of teaching English for their pre-service teachers. Results of the English version of Saudi University Student Questionnaire are appended.
Computers and Education: The Wrong Approach Continually Being Executed
Author: Walker, Jacob J.
Date: 2005-04-00
Type: Opinion Papers
Subjects: Public Education,Computer Uses in Education,Educational Technology,Paraprofessional Personnel,Attitudes,Technical Support,Professional Development,Participative Decision Making,Computer Selection,Purchasing,Educational Finance,Systems Approach,Administrative Organization

This opinion paper explores the use of computers in the U.S. Public Education System, concluding that technology is underutilized and not fulfilled most of the educational promises attributed to the tool. Drawing upon research and personal experience, the paper explores 8 possible reasons for the problem, including: the computer itself; not enough quality technical support; not enough teacher education; lack of curriculum and lack of time to create curriculum; decisions made by the uninformed, with poor data; school district technology purchasing processes; not considering alternatives or what solution is best for the situation; and self serving interests of the private sector. Two potential solutions that can be implemented at the local level are briefly explored including conducting small ongoing tutorial sessions instead of single day in-service sessions, and using embedded technicians within a department as opposed to having centralized technical support. Preliminary research of average technician to computer ratio in U.S. public schools is presented. Computer to Technician Ratio Data is appended.
The Incoherence of Contemporary Pedagogical Reform: Metacognition through Crossdisciplinary Lenses
Author: Kirshner, David
Date: 2010-04-30
Type: Information Analyses
Subjects: Learning Theories,Psychologists,Metacognition,Psychology,Educational Change,Partnerships in Education,Models,Constructivism (Learning),Interdisciplinary Approach,Epistemology,Academic Achievement

This paper critiques the historical partnership between Education and Psychology in their coordinated search for theorizations of learning and teaching. Psychologists' construction of learning as an integrated set of processes (albeit complex and multifaceted) subserves the historical imperative of this preparadigmatic science to achieve paradigmatic consensus as a mature science. Joining with Psychology, Education loses the ability to address learning theory as the fragmented, locally coherent domain that it is today. The disadvantages of the integrative interpretation of learning are illustrated in this paper with respect to the contradictory roles played by metacognition in contemporary programs of pedagogical reform.
A Study of the Relationship between Historical Analysis and Student Achievement in Eighth Grade American History
Author: Stuart, Kevin
Date: 2010-05-04
Type: Reports - Research
Subjects: Action Research,Academic Achievement,United States History,History Instruction,Content Analysis,Grade 8,Reading Comprehension,Research Design,Standardized Tests,Language Arts,English,Student Diversity

The purpose of this action research project was to study the relationship between  Historical Analysis and student performance on the California Standards Test (CSTs), both English Language Arts and History, as well as to study the relationship between Historical Analysis and Reading Comprehension. It was believed that Historical Analysis required critical thinking skills, and therefore would be related to student performance on the CST-English Language-Arts and History tests, as well as to Reading Comprehension. The subjects in this study were 452 male and female public school 8th graders of diverse ethnic backgrounds in Orange County, CA. This study used a correlational research design with descriptive statistics to examine secondary data on these 452 eighth grade students. The results of this study found a moderate but very significant relationship between Historical Analysis and student performance on the CST-English Language-Arts and History tests, as well as with Reading Comprehension. The conclusion of this study was that there is a moderate but significant relationship between these variables but that further research is needed to identify whether this is due to some students just being good test-takers, or if there really is an intrinsic relationship between these variables. Further research using this data found a disparity between the top performing students, the middle performing students and the lowest performing students. The lowest and middle performing groups not having significance between the variables, suggesting that perhaps in this study the significance in the moderate relationships between the variables had more to do with achievement levels, test taking skills and language fluency then previously thought. Three appendixes are included: (1) 8th Grade History Assessment - Part A; (2) 8th Grade History Assessment - Part B; and (3) SPSS Code book for 8th GHA Parts A + B. (Contains 13 tables and 2 figures.)
Learning Communities for Students in Developmental Reading: An Impact Study at Hillsborough Community College
Author: Weiss, Michael J.
Date: 2010-06-00
Type: Reports - Research
Subjects: Community Colleges,Program Effectiveness,College Outcomes Assessment,Institutional Characteristics,Enrollment Management,Cohort Analysis,Interdisciplinary Approach,Educational Policy,Educational Strategies,Grouping (Instructional Purposes),Student Records,Teacher Surveys,School Surveys,Course Descriptions,Reading Programs,Developmental Programs

Over the last four decades, community colleges have played an increasingly important role in higher education. Today, community colleges enroll more than one in every three undergraduates nationally. Unfortunately, among students who enroll in community colleges with the intent to earn a credential or transfer to a four-year institution, only 51 percent achieve that goal within six years. Many postsecondary institutions operate &quot;learning communities&quot; to improve low rates of success. Basic learning communities simply co-enroll a cohort of students into two classes together. This report presents results from a rigorous random assignment study of a basic learning community program at Hillsborough Community College in Tampa Bay, Florida. Hillsborough is one of six community colleges participating in the National Center for Postsecondary Research's Learning Communities Demonstration. The demonstration's focus is on determining whether learning communities are an effective strategy for helping students who need developmental education. Appended are: (1) Impact Analyses; (2) Sensitivity Analyses; and (3) Assessment of Syllabi. Individual chapters contain footnotes. (Contains 14 tables, 2 boxes and 3 figures.) [This paper was written with the assistance of Jed Teres and Emily Schneider.]