ethanporcaro/eric-fulltext-meta huggingface dataset:
The Case for Dual Enrollment--A Model for College Access
Author: Morris, Roger N.
Date: 2010-08-05
Type: Reports - Descriptive
Subjects: Educational Opportunities,Dual Enrollment,Access to Education,High School Students,College Bound Students,College Credits,Community Colleges,Associate Degrees

In Patrick County Public Schools in Patrick County, Virginia, in 2007, one of the goals that developed for the school district was to increase the opportunities for students to enroll in dual enrollment programs. The dual enrollment model is not new to Virginia's secondary educational program. This model has been available to Virginia students since 1988 (Catron, 1998). Dual enrollment/dual credit programs enable secondary students to take college classes while enrolled in high school. The program described takes the dual enrollment opportunities to another level by enabling high school seniors to earn a college associate's degree and a high school diploma simultaneously.
A Critical Review of Technology Use in English as Foreign Language Learning and Teaching: The TOJET Sample
Author: Aydin, Selami
Date: 2010-04-00
Type: Information Analyses
Subjects: Research Reports,Research Design,Second Language Learning,Electronic Journals,Foreign Countries,Educational Technology,Technology Uses in Education,English (Second Language),Language Teachers,Second Language Instruction,Technology Integration,Journal Articles,Literature Reviews,Educational Research,Language Research

The relationship between technology and English as a foreign language (EFL) learning and teaching is one of the significant research areas, and the &quot;Turkish Online Journal of Educational Technology&quot; (&quot;TOJET&quot;) publishes research papers on educational technologies addressing various topics related to education. This article aims to review 17 studies appearing in TOJET on the interrelation between technology and English as a foreign language (EFL) learning and teaching. It focuses on the research that investigates the relationship between technology and EFL learning and teaching in terms of the topics, participants, research design, and conclusions of the articles. Finally, implications for pedagogy and research are discussed. Studies related to technology use in EFL learning and teaching are listed in an appendix. (Contains 3 tables and 2 figures.) [This paper was published in the proceedings of the annual International Educational Technology Conference (IETC) (Istanbul, Turkey, April 26-28, 2010). p20-24.]
Critical Considerations for Planning and Implementing a CALL Program
Author: Kabilan, Muhammad Kamarul
Date: 2009-11-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Case Studies,Program Implementation,Secondary School Curriculum,Curriculum Implementation,Urban Schools,Curriculum Development,Technology Integration,Interviews,Student Attitudes,Teacher Attitudes,Questionnaires,Guidelines,Problems,Computer Assisted Instruction,Second Language Learning,Educational Technology,Secondary School Students,Secondary School Teachers,Language Teachers,Second Language Instruction,Educational Policy

The field of Computer Assisted Language Learning (CALL) has transformed dramatically--from the days of the behaviourist approach that dominated CALL in the 1970s to the dynamism of Interactive approach in the 1990s under the immense influence of information communication technology (ICT). Regardless of these periodic changes and improvements, successful implementation of CALL programs in schools decisively hinges on critical assessment and decisions that are undertaken by schools. As such, the responsibility of the technology adopters in this respect must reflect schools' aspirations and understandably, students' abilities, interests and needs. This paper attempts to clarify these issues through a case study of implementation of CALL in an urban secondary school in Malaysia. The outcome of the case study establishes critical considerations that need to be arbitrated to successfully implement CALL programs for English language teaching (ELT) at the school level. (Contains 1 table and 1 footnote.)
Improving the Teaching of the Arts: Pre-Service Teacher Self-Efficacy towards Arts Education
Author: Garvis, Susanne
Date: 2009-12-00
Type: Journal Articles
Subjects: Classroom Techniques,Instructional Design,Teacher Effectiveness,Self Efficacy,Art Education,Student Teacher Attitudes,Questionnaires,Student Participation,Foreign Countries,Teaching Methods

Arts education is an essential component of a comprehensive education, requiring highly skilled teachers to achieve quality arts integration (Andrews, 2004). It equips students with skills necessary for the 21st century workforce, allowing nations to develop the human resources necessary to tap their cultural capital (UNESCO, 2006). A world trend however suggests that arts teaching by pre-service teachers is subject to lack of confidence, motivation and knowledge (Henessy, Rolfe &amp; Chedoy, 2001; Russell-Bowie, 2004). Greater recognition of confirming and disconfirming experiences that shape pre-service teachers' self-efficacy beliefs for arts education is necessary. This paper provides insights into a research project that attempts to contribute towards filling this void in order to improve teacher effectiveness in the arts domain. After the first semester of teacher training, pre-service teachers completed a questionnaire based on their personal teaching beliefs for instructional design, student engagement and classroom management in arts education. Findings provide a greater understanding of how pre-service teachers regulate their own behaviour for teaching the arts, acting as validation beliefs of capabilities. (Contains 2 tables.)
The Impact of Electronic Communication Technology on Written Language
Author: Hamzah, Mohd. Sahandri Gani B.
Date: 2009-11-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,College Students,Electronic Mail,Computer Mediated Communication,Synchronous Communication,Context Effect,Written Language,Sentences,Content Analysis,Comparative Analysis,Adjustment (to Environment)

Communication technology is changing things. Language is no exception. Some language researchers argue that language is deteriorating due to increased use in electronic communication. The present paper investigated 100 randomly selected electronic mails (e-mails) and 50 short messaging system (SMS) messages of a representative sample of international students in University Putra Malaysia (UPM) to find out the impact of these two specific modes of electronic communication on written language use. The e-mails from UPM International Students Association (UPM-ISA) yahoo group were content analyzed. A non-probability convenience sampling was used to select the 50 short message services sent to the researcher about different subject matters by Malaysian and international students at UPM. Then, they were also content analyzed. The results indicated that the language used in students' e-mails and SMS messaging was full of spoken-like spelling, unconventional use of punctuation and abbreviations, and ungrammatical sentences. However, the more in-depth content analysis of the data revealed that the written language is being creatively adapted, developed, and enhanced to suit the conditions of the electronic communication age. Syntactical and lexical reductions are just strategies used to reduce effort, time and space. (Contains 2 tables.)
Effective Teaching Approach Employed by Primary School Science Teachers
Author: Sulaiman, Tajularipin
Date: 2009-10-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teacher Effectiveness,Student Interests,Science Interests,Foreign Countries,Science Teachers,Instructional Effectiveness,Science Instruction,Teaching Methods,Correlation,Inquiry,Questionnaires,Teacher Attitudes

Teachers are often urged to use a variety of modes of instruction to ensure that diverse student interests and abilities can be accommodated. Yet teachers can be limited in the instructional modes they can use because of insufficient background or knowledge about a specific instructional mode (Dawson, 2004). Teaching approaches are various in purposes such as to trigger students' interest in science, to discover through inquiry approach, to build students understanding through constructivism approach or to introduce a concept through demonstration approach. Every approach has the strength and weakness in its use. Although inquiry may not be the only way to teach science, many science educators believe that it may be the best way for students to learn science (Audet &amp; Jordan, 2005). According to Woolfolk (2001), constructivism is a mode of instruction that emphasizes the active role of the learner in building, understanding and making sense of information. Demonstrations by teacher can be used with students of all ages and across all subjects. The teacher is not only knowledgeable about the topic but also uses a variety of aids to ensure that students understand what is being demonstrated (Marsh, 2004). By studying their teaching approaches and methods, the actual practices could be analysed and the effectiveness status of their effectiveness could be determined. Specifically, this study aimed to answer these questions in terms of three approaches namely inquiry, constructivism and demonstrations; how far is this approach effective in terms of teaching and learning, and what is the correlation between these three approaches. Data were collected from primary school science teachers (N=239) and the results shown that the teachers were agreeable with the three approaches, inquiry approach (mean=3.74, SD=0.27), demonstration approach (mean=3.61, SD=0.27) and constructivism approach (mean=3.86, SD=0.30). The results also showed that there are significant correlations among inquiry, demonstration and constructivism approach. This finding showed that primary school science teachers not depend only on one type of approach and apply variously in teaching science. There are also positive and significant correlation between that approaches used by primary school science teachers. (Contains 7 tables.)
Social and Communicational Skills in Upper Secondary Vocational Education and Training
Author: Raisanen, Anu
Date: 2009-12-00
Type: Journal Articles
Subjects: Foreign Countries,Focus Groups,Labor Market,Lifelong Learning,Quality Control,Statistical Data,Communication Skills,Vocational Education,Teaching Methods,Interpersonal Competence,Secondary School Curriculum,Educational Assessment,Training,Entrepreneurship,Evaluation Methods,Program Evaluation,Labor Force Development,Interviews,Self Evaluation (Groups),Evaluation Research,Research Methodology,National Programs,Workplace Learning,Vocational Education Teachers,Competency Based Education,Outcomes of Education,Teacher Education Programs,Core Curriculum,Educational Policy

This article presents the methodology used by the Finnish Education Evaluation Council in the national evaluation of social and communication skills in vocational education and training. The evaluation concentrates on key competences such as learning-to-learn skills, communication skills, social skills and entrepreneurship (Implementation of Education and Training 2010, 2004; Winterton, Delemare-Le Deist &amp; Stringfellow, 2005; Recommendation of the European Parliament and of the Council of December 18, 2006 on key competencies for lifelong learning, 2006). The evaluation focuses particularly on skills required in the labour market. These competences are included in all vocational study programmes as a part of accompanying with other key competences. The authors' approach follows the principles of developmental and participative evaluation, applying the Common Quality Assurance Framework (CQAF) model, which has been accepted by the European Commission for the quality management and quality assurance framework for vocational education and training in Europe. Additional methods such as interview and statistical data gathering were used to acquire comprehensive data and ensure extensive participation of each partner involved has key competences. The evaluation material was collected from vocational education and training providers by sector (n=8) and by qualification (n=53). Every sector and type of examination was included in the evaluation. The evaluation was based on a sample (n=130). The evaluation data were collected from multiple sources by using multiple methods. The material included written self-evaluation reports by vocational education and training providers (n=130 which equals 95% of VET providers), quantitative information, interviews organized by the National Board of Education and an evaluation seminar for providers as focus groups. Educational administrators, teachers, students, employers and workplace instructors participated in the self-evaluation of the vocational education and training establishments (multi-professional evaluation). (Contains 4 figures and 2 tables.)
More Like Real Life--Motivational Methods of Teaching in Upper Secondary School
Author: Ivarsson-Jansson, Ewa
Date: 2009-11-00
Type: Journal Articles
Subjects: First Aid,Student Attitudes,Student Motivation,Cooperative Learning,Secondary School Teachers,Teaching Methods,Science Curriculum,Teacher Attitudes,Teacher Role,Knowledge Level,Learning Processes,Cognitive Processes,Case Studies,Fire Science Education,Foreign Countries,Cooperation,Student Responsibility,Teacher Responsibility,Principals,Administrator Responsibility

Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students' perception of their own schools' teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools' working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory (Chaiklin, S. &amp; Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986). The conclusions are that the students are encultured into a school's activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers' own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture. (Contains 1 figure and 1 footnote.)
What Does School Size Do: Safety Perceptions of Educators and Students
Author: Bakioglu, Aysen
Date: 2009-10-00
Type: Journal Articles
Subjects: School Safety,School Size,Occupational Safety and Health,Statistical Analysis,School Counseling,School Buildings,Educational Environment,Principals,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Measures (Individuals),Interpersonal Relationship,Discipline,Violence,Drug Use,Weapons,Crime,Gender Differences,Age Differences,Foreign Countries

The purpose of this study is to find out how teachers, principals, vice principals and students perceive school safety and how that differs related to school size. 194 educators and 1420 students' views were elicited by two self-deviced school safety inventories conducted in 10 state high schools in Istanbul in 2008. Cronbach alpha value for educators' safety perception inventory Cronbach was found to be 0.941 and 0.902 for Student School Safety Perception Inventory. Frequency, percentage, t-test, Kruskall Wallis H-analysis and Man Whitney U-techniques were used as statistical analysis. After analysis, it appeared that perceived safety problems in school as disciplines, interpersonal relations, school building, school counseling differ related to school size. When the school size increases, teachers reported that safety problems increase as well. Schools with 500-1000 students were perceived less problematic in discipline and interpersonal relations. Violence, drug dealing, carrying gun, stealing, appeared as common safety problems at schools. Principals and vice principals appeared as more optimistic than teachers in safety problems at schools. Female teachers and principals perceived building related problems, counseling problems more serious then male colleagues. School principals should scrutinize school safety problems, should develop school safety plans comprehensively and should update it regularly. Standards related to school size should be developed and number of students in a particular school should be determined according to those criteria. Social and cultural facilities should be built in connection with the number of students studying at school. Arrangements related to school size should take into account students grade, sex, duty of educators. School environment's safety should be paid more attention. [Earlier version of this article study was presented as a paper at the Hawaii International Conference on Education, 7th Annual Congress, January 4-7, 2009, Honolulu, Hawaii.]
Students' Mental Health: Personal and University Determinants
Author: Khodarahimi, Siamak
Date: 2009-10-00
Type: Journal Articles
Subjects: Socioeconomic Status,Marital Status,Mental Health,Psychopathology,Foreign Countries,Surveys,Measures (Individuals),Check Lists,Sampling,Ethnicity,Dormitories,Academic Achievement,Housing,Models,Cultural Context,Social Environment,College Students

The present study was to examine the effects of personal and university bounded factors in students mental health in north of Fars province, Iran. The effects of these factors on university students' psychopathology within a survey design were investigated among 300 participants--94 males and 206 females, who were selected through random sampling method and the degrees of their mental health, were measured by SCL-90-R checklist. Overall findings supported that gender, marital status, socioeconomic status as personal factors, and type of university as within university factor would influence students' mental health. So males, married, and students with moderate and high socioeconomic status had more significant better mental health situation than females, singles and those with low socioeconomic status. Finally, ethnicity, dormitory and non-dormitory residence, native or non-native being, discipline, school and faculty, and academic performance variables were not effective on students' mental health significantly. Here, it was suggested an explanatory triangle model for university students' mental health explanation with respect to gendered and socio-cultural contexts and their implications in clinical and educational settings. (Contains 4 tables.)
Curriculum Focal Points: A Framework for Pre-K-8 Teachers' Professional Development
Author: Cozza, Barbara
Date: 2009-10-00
Type: Journal Articles
Subjects: Classrooms,Grade 6,Grade 4,Mathematics Teachers,Professional Development,Mathematics Instruction,Models,Elementary Education,Elementary School Teachers,Curriculum,Geometry,Algebra,Preschool Education,Mathematics Education,Geometric Concepts,Plane Geometry

Trends in International Mathematics and Science Study raised the concern that the United States (US) mathematics teachers place less emphasis on topics and teach a variety of content strands (Goldsmith, Mark &amp; Kantrov, 2000; Kerachsky, 2008). The overall pattern in the US mathematics classrooms today is that primary and upper elementary teachers cover numerous topics before students achieve mastery (Cogan &amp; Schmidt, 1999; National Center for Education Statistics, 1997). To solve this problem, US teachers need to find ways to focus fewer curriculum and study topics with a more in-depth agenda. Curriculum Focal Points for pre-kindergarten through grade 8 mathematics: a quest for coherence (National Council of Teachers of Mathematics, 2006) provides a strong framework that may assist teachers in creating a more coherent and focused mathematics program for students. In this article, the authors discuss example lessons that were implemented and observed in pre-kindergarten, fourth grade and sixth grade classrooms during a year-long professional development program. The overarching goal of this program was to provide appropriate instruction for teachers to organize mathematics standards-based curriculum in geometry, algebra and measurement, using a curriculum that emphasizes a strong conceptual framework. As an outcome of this exploratory research agenda, the authors' intentions were to circulate &quot;best practices&quot; and encourage international connections and discussion when using Curriculum Focal Points (CFP) in global classrooms.
Facilitating Adult Learning and a Researcher Identity through a Higher Education Pedagogical Process
Author: Wright, Lisa L.
Date: 2009-11-00
Type: Journal Articles
Subjects: Ethnography,Adult Learning,Educational Environment,Researchers,Theory Practice Relationship,Foreign Countries,Graduate Study,Graduate Students,Trust (Psychology),Adult Education,Constructivism (Learning),Epistemology,Feedback (Response),Independent Study,Reflection,Doctoral Programs,Cooperative Learning

This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students' experiences and points of view of such a learning environment were explored, including: (1) how they contributed to their peers' learning; (2) how their peers contributed to their own individual learning; and (3) how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students' points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study. (Contains 1 footnote.)