ethanporcaro/eric-fulltext-meta huggingface dataset:
Compassion Fatigue and Burnout: Precursors to Elementary Special Educators' Exodus from Teaching
Author: Tepper, Erica L.
Date: 2007-06-00
Type: Reports - Research
Subjects: Special Education Teachers,Special Education,Teacher Burnout,Elementary School Teachers,Altruism,Fatigue (Biology),Caring,Faculty Mobility,Anxiety,Teaching Conditions,Elementary Education

The purpose of this multiple case study was to examine the relationship between compassion fatigue and elements of burnout among nine in-service elementary special education teachers in Michigan for the purpose of addressing the attrition rate common in special education. The objectives of the study were twofold: (a) to determine if novice elementary school special education teachers exhibit symptoms of burnout and to establish the most prevalent issues related to the subject and (b) to ascertain if elements of compassion fatigue are present and the needed recommendations in response to these symptoms.  A script designed to identify how the participants personally and professionally respond to the demands of their elementary level special education teaching position guided the semi-structured, ninety minute interviews with each participant. The analysis process identified the language of burnout and compassion fatigue, as identified in the reported literature review, to determine symptoms of both constructs and suggestions for remedial strategies.
Creating an Authentic Learning Environment in the Foreign Language Classroom
Author: Nikitina, Larisa
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Russian,Student Projects,Vignettes,Video Technology,Popular Culture,Learning Experience,Educational Experience,Language Skills,Relevance (Education)

Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation where the real world becomes a part of the educational experience and necessitates the use of an authentic language by the learners. This article describes a video project carried out by Russian language learners at Universiti Malaysia Sabah (UMS). It examines how the work on the project created and supported authenticity of the learning experience. Though the article focuses on the video project done in the context of language learning and teaching, this activity could be successfully implemented in teaching various subjects at both secondary and tertiary levels. (Contains 1 table and 1 note.)
Students' Perception of the Role of Tele-Collaborative Learning Projects: A Case of the Global Teenager Project at Mucheke High School in Zimbabwe
Author: Chitanana, Lockias
Date: 2010-01-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Active Learning,Student Projects,Internet,Computer Uses in Education,High School Students,Student Attitudes,International Programs,Grounded Theory

The study used a phenomenological approach guided by principles of the grounded theory approach to assess the impact of the Global Teenager learning circle on the educational life of students at Mucheke High School, in Zimbabwe. Since in grounded theory, theory comes from the data, the study explored, from students' point of view, how the integration of tele-collaborative learning projects can effectively promote new paradigms in classroom teaching and learning. The study offers guidelines for the effective implementation of this novel approach to the learning process, and discusses its wider implementations. The findings provide some advice to teachers wishing to attempt this instructional design strategy in their teaching. Although the findings are limited due to the small number of respondents, some of the findings are confirmed in the existing literature as well as contribute new findings to help expand the literature. (Contains 2 boxes.)
Science Production in Iranian Educational System by the Use of Critical Thinking
Author: Hashemi, Seyed Ahmad
Date: 2010-01-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Teaching Methods,Science Education,Thinking Skills,Role of Education,Moral Values,Moral Development,Values Education,Social Development,Cognitive Development,Critical Theory,Conventional Instruction,Social Sciences,Textbooks,Classroom Environment

Growth and advancement in educational systems are the most important characteristics of the present societies. This phenomenon, especially in recent decades, has become an important and sensitive issue in developing countries. The role of educational systems in the process of growth and persistent advancement of countries is accepted by everybody and education is regarded as a main base of advancement and progress. The outcome of this growth is changing the educational systems into learners' organizations. The most observable and effective character in educational system is the thinking element. Thinking and acquiring new information and the method of thinking and learning are the most important characteristics of human being and from other perspective, in new approaches; the great attention has been paid to teaching and learning as well. For acquiring this goal, paying attention to critical thinking is one of the fundamental phenomena and dimensions. In this article first surveyed the critical thinking from the view point of many experts and then with the emphasis on the benefits of critical thinking, presented a framework for its implementation in Iran educational system. (Contains 1 table.)
Learner-Centered Micro Teaching in Teacher Education
Author: Kilic, Abdurrahman
Date: 2010-01-00
Type: Journal Articles
Subjects: Classroom Techniques,Teacher Competencies,Teacher Education,Preservice Teachers,Teaching Skills,Planning,Classroom Communication,Evaluation Methods,Pretests Posttests,Student Centered Curriculum,Foreign Countries,Student Participation,Cognitive Processes,Critical Thinking,Decision Making,Reflection,Observation,Video Technology,Teaching Experience,Teaching Methods

The purpose of this study is to investigate the effect of Learner-Centered Micro Teaching (LCMT) on the development of teacher candidates' teaching competencies. To achieve this goal, teacher candidates' teaching behaviors on subject area, planning, teaching process, classroom management, communication, and evaluation have been pre- and posttested, and the effectiveness of LCMT has been determined based on differences in the results of pre- and posttests. In this study, pretest-posttest design was used without a control group. Teacher candidates' teaching behaviors before they entered the experiment were determined by pretests and at the end of the treatment the teacher candidates were given posttests. The experimentation was constructed based on LCMT model. Results based on the scores in the pre- and posttests showed that LCMT model had a progress in teacher candidates' teaching behaviors on subject area, planning, teaching process, classroom management, communication, and evaluation. (Contains 1 table and 1 figure.)
Knowledge of Diverse Learners: Implications for the Practice of Teaching
Author: Rahman, Fadzilah Abd
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Preservice Teachers,Teacher Effectiveness,Learning Activities,Knowledge Base for Teaching,Student Diversity,Teacher Competencies,Cultural Pluralism,Knowledge Level

Knowledge of Diverse Learners (KDL) is increasingly recognized as an essential component of knowledge base for effective teaching as in today's schools, teachers must be prepared to teach a diverse population of student (Banks et al. 2005). In other words, teachers need to be aware that their students in a classroom are and always have been different from one another in a variety of ways. KDL refers to an understanding of diversity of students in terms of their abilities and interests and how they respond to diverse situations; an application of different teaching strategies; and how various types of classroom activities might be managed. Although KDL has come to be seen as important, details of its development, depth and quality among pre-service teachers (PSTs) has remained something of mystery, as has the capability of PSTs to adapt and employ KDL into their actual teaching. As an effort to develop coherent understanding of the feature of prospective teachers regarding KDL, this paper addresses three questions. First, to what extent are the PSTs prepared for KDL as they are finishing the teacher education programmes? Secondly, how do the PSTs apply the KDL in their teaching practices? Thirdly, how do PSTs reflect on their practice in undertaking the elements of KDL during the teaching practices? This paper illustrates the results of a study involving a sample of 74 PSTs at a university in Malaysia. At the beginning of the study, 74 PSTs were given a questionnaire. 11 PSTs have been observed and interviewed. Result indicates that PSTs were able to develop KDL and show their understanding of it, yet not readily apply such knowledge in modified situations. (Contains 2 tables and 1 figure.)
A Close Look in to Role of ICT in Education
Author: Kaffash, Hamid Reza
Date: 2010-07-00
Type: Information Analyses
Subjects: Curriculum Development,Educational Technology,Computer Uses in Education,Teaching Methods,Technology Integration,Educational Policy,Educational Theories,Outcomes of Education,Constructivism (Learning),Interdisciplinary Approach

Theoretical approaches and frameworks which are helpful to understand the use of information and communication technology (ICT) in the formal education sector are reviewed and examined. The structured literature review and documentary research techniques are applied. Relationships between ICT, curriculum development, pedagogy, and practice in classroom setting are considered. The term "ICT", in curriculum is discussed. A framework for the investigation of contemporary understandings of ICT in pedagogical practice is presented. Three dimensions of ICT curriculum: 1) intended; 2) implemented; and 3) achieved are employed in this framework. The structural approaches that can be applied for the examination of ICT in each of these three dimensions are discussed. The proposed is a link between 1) the theoretical approaches and aims that policies integrated ICT, proposed at the top-level of policy making; 2) teaching and learning practices, implemented at the middle-level of educational system; and 3) student's learning outcome, expected at the base-level of educational system. It is argued that this framework can be applied in ICT curriculum. This study will provide a conceptual structure for discovering inconsistencies in the understanding and use of ICT at various levels of educational systems. (Contains 3 figures.)
The Effects of Cooperative Learning on Foreign Language Anxiety: A Comparative Study of Taiwanese and American Universities
Author: Duxbury, John G.
Date: 2010-01-00
Type: Journal Articles
Subjects: Universities,Second Language Learning,Second Language Instruction,Cooperative Learning,Foreign Countries,Comparative Analysis,Anxiety,Teaching Methods,Correlation,Measures (Individuals),Surveys,Student Attitudes,College Students

This study investigated the level of foreign language anxiety in the classroom, plus the correlation between foreign language anxiety and cooperative learning attitudes and practice among university students at one university in the United States and three universities in Southern Taiwan. Two instruments (The Foreign Language Classroom Anxiety scale by Horwitz et al., 1986 and the Style Analysis Survey by Oxford et al., 1999a) were employed along with ten questions designed by the author: five sought to establish student perceptions of their classrooms' cooperative atmosphere and five concerned students' predilection towards cooperative learning. No significant correlation was found between foreign language anxiety and cooperative learning at the United States University. Of the three Southern Taiwan colleges, results from only one school showed a significant correlation. This was the only school that had a Taiwanese teacher. Appended to this document is a Survey Instrument. (Contains 2 tables.)
Potential of Non Formal Basic Education in Promoting Women Education in Pakistan
Author: Jumani, Nabi Bux
Date: 2011-01-00
Type: Journal Articles
Subjects: Adult Basic Education,Foreign Countries,Teachers,Interviews,Questionnaires,Dropout Rate,Dropouts,Teacher Attitudes,Instructional Materials,Nonformal Education,Nonschool Educational Programs,Females,Students,Parents,Surveys

The present study aimed to assess the performance of a non-formal basic education (NFBE) schools project initiated in the province of Punjab with the assistance of the Japan International Co-operation Agency (JICA). The study was conducted in 120 NFBE schools in four districts of Punjab and it lasted for a period of three months. It was a survey study in which data were collected from female teachers, officers of NFBE, students and their parents.100 NFBE school teachers, 20 officers of NFBE schools and 500 students and their parents participated in the study. Data was collected through questionnaires and interviews. It was found that the project is achieving its targets as planned. It also found that students' drop-out rate was higher in NFBE schools and the teachers were not satisfied with job structure. It was further found that a proper media campaign might usefully be initiated to mobilize the community to participate in NFBE projects. The study recommended that learning materials be developed in different local languages. (Contains 11 tables.)
Feedback Please: Studying Self in the Online Classroom
Author: Anderson, Derek
Date: 2011-01-00
Type: Journal Articles
Subjects: Higher Education,Teacher Educators,Online Courses,Conventional Instruction,Self Contained Classrooms,Proximity,Comparative Analysis,Teacher Attitudes,Feedback (Response),Student Evaluation of Teacher Performance,College Faculty,Self Concept,Teaching Methods

This paper portrays a year-long self-study of three teacher educators who examined the extent to which online teaching is fundamentally different from teaching face-to-face. Using multiple data sources, including meeting notes, journals, syllabi, course materials, student work, and student evaluations, the authors found that student-to-instructor feedback in online courses presents unique challenges to teaching, particularly as related to instructor ego and desire of confirmation of efficacy. With some success, the authors employed new methods to address those challenges and improve their online teaching.
Federal Student Aid Annual Report, 2010
Author: Federal Student Aid (ED)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Federal Government,Student Financial Aid,Postsecondary Education,Access to Education,Compliance (Legal),Program Development,Human Capital,Program Administration,Performance,Accounting,Educational Finance,Grants,Budgets,Credit (Finance),Costs,Audits (Verification),Student Loan Programs,Work Study Programs

This paper presents the Federal Student Aid Annual Report for 2010. Federal Student Aid experienced an extraordinary year in 2010. The passage and enactment of the Health Care and Education Reconciliation Act of 2010 ushered in sweeping reforms to the federal student financial assistance programs, resulting in tens of billions of dollars in increased funding for low-income college-bound students. Federal Student Aid continued to update its systems and increase capacity to prepare for an exponential increase in Direct Loan volume. This past year, the agency further simplified the Free Application for Federal Student Aid (FAFSA), making it easier for millions of students to access postsecondary education. Federal Student Aid also piloted an initiative, modeled after a successful program in Chicago, to increase FAFSA completion in several school systems across the country. Federal Student Aid continues to partner with agencies from across the federal government, including the Securities and Exchange Commission, the Department of Labor, and the Federal Bureau of Investigation, to improve program compliance and monitor customer complaints. The year also provided Federal Student Aid an opportunity to reflect on its business, past practices and priorities in order to chart its future path. It redefined Federal Student Aid's vision, core values, and mission in an effort to articulate a clear and common purpose: &quot;Funding America's Future, One Student at a Time&quot;. Achieving this mission demanded the development of long-term strategy to guide the organization in pursuit of this common goal. The agency developed a new Five-Year Strategic Plan for FY 2011-15 with concrete goals to help meet the needs of the evolving educational landscape. Federal Student Aid's organizational structure was realigned to better position its business and its employees to achieve the goals outlined in the Strategic Plan. A glossary is included. (Contains 7 footnotes.)
U.S. Department of Education FY 2009 Annual Performance Report
Author: Department of Education (ED)
Date: 2010-02-01
Type: Reports - Descriptive
Subjects: Strategic Planning,Educational Finance,Activities,Compliance (Legal),Accounting,Program Effectiveness,Accountability,Performance,Educational Assessment,Educational Indicators,Annual Reports,Public Administration,Public Agencies,Audits (Verification),Federal Government,Barriers,Educational Equity (Finance),Academic Achievement,Student Improvement,Access to Education,Paying for College,Student Costs,Developmental Studies Programs,Performance Factors,Funding Formulas,Educational Policy,Budgeting,Educational Objectives,Institutional Mission,Systems Analysis

The United States Department of Education's &quot;Annual Performance Report&quot; (APR) for fiscal year (FY) 2009 provides detailed information on how the outcomes of the strategic performance measures identified in its &quot;FY 2007-2012 Strategic Plan&quot; and updated in the &quot;Fiscal Year 2008 Performance and Accountability Report&quot; were met. It also details areas in need of improvement that the Department must address for those measures not meeting or exceeding targeted expectations. This year, the Department is reporting on its &quot;FY 2007-2012 Strategic Plan&quot;. A new strategic plan for FY 2010-2015 is under development. The Department will assess all measures that appear in this report and decide which will be reported in support of the FY 2010-2015 plan, which will be revised and which will need to be discontinued and replaced. Retained, revised and discontinued measures will appear in the &quot;FY 2010 Annual Performance Report&quot; during the transition between plans. In FY 2009, the Department voluntarily participated in the Office of Management and Budget's (OMB's) Pilot Program for Alternative Approaches to Performance and Accountability Reporting in an effort to present more streamlined information to the public, Congress and the President. The &quot;Annual Performance Report&quot; (APR) is required under the OMB Pilot Program. The initial report, the &quot;Agency Financial Report,&quot; released in November 2009, provided detailed information on the Department's financial performance and stewardship over its financial resources in accordance with the &quot;Government Performance and Results Act of 1993&quot; (&quot;GPRA&quot;). Appended are: (1) Summary of Inspector General Audits and Government Accountability Office Reports by Goal; (2) Summary of Performance Evaluations by Goal; (3) Glossary of Acronyms and Abbreviations; and (4) Selected Department Web Links.
U.S. Department of Education FY 2010 Annual Performance Report
Author: Department of Education (ED)
Date: 2011-02-14
Type: Reports - Descriptive
Subjects: Strategic Planning,Annual Reports,Performance,Accountability,Audits (Verification),Program Evaluation,Educational Objectives,Accounting,Educational History,Activities,Institutional Mission,Compliance (Legal),Public Agencies,Federal Government,Barriers,Institutional Research,Performance Factors,Academic Achievement,Systems Analysis,Budgeting,Student Improvement,Access to Education,Developmental Studies Programs,Alignment (Education),Educational Equity (Finance),Educational Finance,Financial Policy,Funding Formulas,Educational Assessment,Educational Indicators,Public Administration

This paper presents the U.S. Department of Education's Fiscal Year (FY) "2010 Annual Performance Report" (APR). This report provides detailed information on: (1) the status of strategic goals, and (2) the outcomes of the strategic performance measures identified in the Department's "FY 2007-2012 Strategic Plan" and updated previously in the "FY 2009 Annual Performance Report." The Department is developing a new strategic plan for FY 2011-2015. Appended are: (1) Summary of Inspector General Audits and Government Accountability Office Reports; (2) Summary of FY 2010 Performance Evaluations; and (3) Glossary of Acronyms and Abbreviations; and (4) Selected Department Web Links. [For "FY 2009 Annual Performance Report," see ED522941.]
U.S. Department of Education FY 2010 Summary of Performance and Financial Information
Author: Department of Education (ED)
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Finance,Strategic Planning,Student Loan Programs,Federal Programs,Academic Achievement,Grants,College Graduates,Higher Education,Paying for College,Teacher Effectiveness,Educational Quality

This paper presents the U.S. Department of Education's Fiscal Year (FY) &quot;2010 Summary of Performance and Financial Information.&quot; FY 2010 was a transition year for the Department as it moves to a new strategic plan. The Department is still firmly committed to its mission of promoting achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. In FY 2010, the Department achieved major milestones in promoting its education goals. The Department focused its efforts on the President's goal of the United States once again having the highest proportion of college graduates in the world--a goal that drives accountability for improvement from cradle to career. It continues to work on the reauthorization of the &quot;Elementary and Secondary Education Act of 1965.&quot; To help students struggling financially to enter college, the Department provides low-interest loans to students through the William D. Ford Federal Direct Loan Program, and continues to provide Pell Grants, to make college more affordable and accessible. Over the last two years, the Department has been able to support education jobs through stimulus funding provided by the &quot;American Recovery and Reinvestment Act of 2009.&quot; (Contains 1 footnote.)
U. S. Department of Education Information Resources Management (IRM) Strategic Plan, FY2010-2014. Version 1.5
Author: Department of Education (ED)
Date: 2010-09-09
Type: Reports - Descriptive
Subjects: Strategic Planning,Information Management,Information Technology,Organizational Objectives,Institutional Mission,Delivery Systems,Information Networks,Information Policy,Information Systems,Public Agencies,Federal Government,Technology Planning,Alignment (Education),Public Administration,Shared Resources and Services,Information Services

The Chief Information Officer (CIO) at the U.S. Department of Education (the Department) has primary responsibility to ensure that Information Technology (IT) is acquired and information resources are managed in a manner consistent with statutory, regulatory, and Departmental requirements and priorities. This Department Information Resources Management (IRM) Strategic Plan for FY 2010-2014 describes: (1) The relationship between the IT vision and the enterprise business goals and objectives; (2) The set of value-added IT services delivered or planned to be delivered; and (3) The set of IT management processes and plans for ensuring the effective use of IT resources across the Department. (Contains 4 figures and 6 tables.)