ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Risk Assessment and Compliance to Health and Safety in Ugandan Secondary Schools
Author: Sekiwu, Denis
Date: 2015-03-00
Type: Reports - Research
Subjects: Foreign Countries,Risk Assessment,Public Health,Compliance (Legal),Safety,Legislation,Secondary Schools,Occupational Safety and Health,School Safety,Questionnaires,Surveys,Secondary School Teachers,Administrators,School Nurses,Statistical Analysis,Correlation,Barriers

Health hazards are part and parcel of human life necessitating the provision of safety in every organizational environment (WHO regional Office for Africa, 2004). Likewise, the area of safety and accident prevention is of great concern to school improvement. The study sought to investigate the relationship between Risk Assessment and Compliancy to Health and Safety in Secondary schools in Wakiso District. The study employed a cross sectional survey design on 31 secondary schools. The results established that there is a significant and a positive relationship between risk assessment and compliance to health and safety (r = 0.56, p = 0.05). The study concluded and recommended that, ensuring health and safety requires repetitive assessment of risks so as to minimize hazardous situations. It also demands the collective involvement of educational stakeholders in the task of risk assessment and implementation of health and safety laws and regulations in Ugandan and African Schools.
An Enquiry into the Psychosocial Exclusion in Classrooms
Author: Areekkuzhyil, Santhosh
Date: 2017-00-00
Type: Reports - Research
Subjects: Social Isolation,Peer Acceptance,Classroom Environment,Foreign Countries,Peer Relationship,Student Participation,Social Bias,Surveys,Focus Groups,Interviews,Observation

Education is an instrument to replicate the social system. The social practices are reflected in the classrooms and it is the classrooms that create tomorrow's society. People are excluded by institutions and behavior that reflect, enforce and reproduce prevailing social attitudes and values, particularly those of powerful groups in society. Classroom experiences, especially during the initial years of education can have lasting impact on the psychological and sociological identity formation of the learners. The objective of the study is to identify the emotional and social exclusion that occur in educational contexts. Study identifies the exclusion practices occurring in classrooms and teaching learning process.
Education as a Public Good: Justification and Avenues of Values Integration into Management of Ugandan School Discipline
Author: Sekiwu, Denis
Date: 2014-11-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Countries,Punishment,Discipline Policy,Values,School Administration,Educational Philosophy,Peace,Behavior Problems,Values Education,Justice,Counseling Techniques,Guidance,Clubs,Educational Policy,Government Role,Focus Groups,Interviews,Grounded Theory,Stakeholders

This qualitative study employs grounded theory and the Wilsonian concept analysis, as interpretative paradigms, to examine participants' voices on the justification and avenues of values integration into management of school discipline in Uganda. By using John Dewey's educational philosophy [pragmatism] as the theoretical lens for the study, we found out that participants in support of values integration emphasise the need for life-education so as to form respectable leaders, maintain brotherhood and peace education, have tolerance to diversity, have a rich and relevant curriculum, lessen aggressiveness and misconduct, and character formation. But those opposed to values integration argue that educators could use the values-education programme to impart secular influences whose aims are to provide disastrous knowledge, which are the foundation of a disruptive community of learners in any school. Regarding the avenues of values integration, Ugandan schools highly use physical punishment in values integration although it is too punitive. We further found out that restorative justice is important in managing Ugandan school discipline, and it could be in the form of counselling and guidance, school and social clubs. Restorative justice could also take on a collective participatory endeavour, where the school administrators, parents, educators, learners, the community and government are all important facets in the integration of values. The study recommends that promoting life-education, requires strengthening values integration into school discipline. But ensuring such life-education requires that the government of Uganda drafts a national philosophy of education on which all educational policies and actions should be pegged.
Building Safer Secondary Schools in Uganda through Collective Commitment to Health and Safety Compliance
Author: Sekiwu, Denis
Date: 2014-11-00
Type: Journal Articles
Subjects: School Safety,Health,Case Studies,School Surveys,Foreign Countries,School Administration,Accident Prevention,School Districts,Correlation,Teacher Attitudes,Administrator Attitudes,School Nurses,Secondary School Teachers,Compliance (Legal),Private Schools,Public Schools,Regression (Statistics),Questionnaires

The area of safety and accident prevention is of great concern to managers, because of the increasing number of deaths and accidents at work places. Using a case of Wakiso district, the study sought to investigate the relationship between collective commitment and management of health and safety in Ugandan secondary schools. The study employed a cross sectional survey design and collected data from 31 public and private secondary schools. The focus was on head teachers or deputies, teachers, wardens and school nurses. The correlation analysis indicated that there is a significant and positive relationship between collective commitment and managed health and safety (r = 0.567, p = 0.01). The study concluded that, ensuring health and safety in Ugandan secondary schools demands for collective involvement of stakeholders. It also requires a strict observation and enforcement of health and safety rules and regulations as well as the use of protection requirements.
AmeriCorps: Getting Things Done for America. Fact Sheet
Author: Corporation for National and Community Service
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Volunteers,Nonprofit Organizations,State Programs,National Programs,Community Programs,Poverty,Social Problems,Intervention,Residential Programs,Young Adults,Safety,Conservation (Environment),Youth Programs,Emergency Programs,Natural Disasters,Educational Opportunities,Job Skills,Leadership Training

AmeriCorps engages more than 80,000 men and women in intensive service each year at more than 21,000 locations including nonprofits, schools, public agencies, and community and faith-based groups across the country. AmeriCorps members help communities tackle pressing problems while mobilizing millions of volunteers for the organizations they serve. Members gain valuable professional, educational, and life benefits, and the experience has a lasting impact on the members and the communities they serve. This fact sheet provides information on AmeriCorps, including the three main programs.
The Failure of Certification Program to Unify Indonesian Teachers&apos; Perception on Teacher Professionalism: The Case of Bengkulu Junior and Senior High-School Teachers
Author: Safnil Arsyad, Imrannudin
Date: 2016-10-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Certification,Teacher Education Programs,Teacher Attitudes,Teacher Behavior,Questionnaires,Program Effectiveness,Professional Identity,Teacher Characteristics,Teacher Surveys,Secondary School Teachers,Teaching Methods

Teacher professionalism has become a very important topic for teachers in Indonesia including in Bengkulu since all teachers have been and will be certificated to be competent and professional teachers; however, they may still have various different perception on the topic. The purpose of this study is to know the perception of certificated teachers on professional teachers and how they should behave in and outside the school. The data of this study were obtained through a set of questionnaire distributed to 80 already certificated teachers. The results show that the majority of teachers still have different opinion on professional teachers and how they should behave in and outside the school. This implies that the certification intensive program is not effective enough to unify the teacher's view on teacher's professionalism. It is suggested that although they have been certificated, teachers must be introduced to characteristics of professional teachers and how to be professional teachers.
Reading Achievement of U.S. Fourth-Grade Students in an International Context: First Look at the Progress in International Reading Literacy Study (PIRLS) 2016 and ePIRLS 2016. NCES 2018-017
Author: Warner-Griffin, Catharine
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Achievement Tests,Grade 4,International Assessment,Reading Achievement,Reading Tests,Elementary School Students,Computer Assisted Testing,Educational Technology,Technology Uses in Education,Sampling,Questionnaires,Statistical Analysis,Tables (Data),Scores,Cutting Scores,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Benchmarking

The Progress in International Reading Literacy Study (PIRLS) is an international assessment of student performance in reading literacy at the fourth grade. PIRLS measures students in the fourth year of formal schooling because this is typically when students' learning transitions from a focus on &quot;learning to read&quot; to a focus on &quot;reading to learn.&quot; PIRLS is a collaborative effort between participating countries and the International Association for the Evaluation of Educational Achievement (IEA). Administered every 5 years since 2001, PIRLS 2016 marks the survey's fourth administration. The current administration also provides the first results for ePIRLS: a computer-based extension of PIRLS designed to assess students' comprehension of online information. In 2016, some 58 education systems3 participated in the PIRLS assessment at the fourth year of formal schooling and 16 of these systems also participated in ePIRLS. The PIRLS framework focuses on two key content domains: purposes for reading and processes of comprehension. There are two key purposes for reading: reading for literary experience and reading to acquire and use information. The new ePIRLS is an innovative, computer-based assessment of online reading. It is designed to measure students' approaches to informational reading in an online environment. This report summarizes performance on PIRLS and ePIRLS 2016 from a U.S. perspective. PIRLS results are based on nationally representative samples of fourth-graders. The international data reported for PIRLS 2016 in this report cover 58 countries or other education systems, including the United States.
Scientific Evidence for the Validity of the New Mexico Kindergarten Observation Tool. REL 2018-281
Author: Dahlke, Katie
Date: 2017-12-00
Type: Reports - Research
Subjects: Test Validity,Observation,Measures (Individuals),Kindergarten,Young Children,Preschool Teachers,Construct Validity,School Readiness,Factor Analysis,Test Reliability,Test Bias,Test Items,Correlation,Emergent Literacy,Classification,Factor Structure,Reading Tests,Reading Fluency

The New Mexico Public Education Department developed the Kindergarten Observation Tool (KOT) as a multidimensional observational measure of students' knowledge and skills at kindergarten entry. The primary purpose of the KOT is to inform instruction, so that kindergarten teachers can use the information about their students' knowledge and skills from the KOT to inform their curricular and pedagogical decisions. Stakeholders also are interested in using data from the KOT for other purposes, such as assessing student readiness for school statewide and identifying disparities in students' readiness for school across the state. This study examined the construct validity of the KOT to determine whether data from a field test supported using the KOT to measure six school readiness domains and, if not, what domain structure the data best supported. The study was conducted in response to the New Mexico Prekindergarten Research Alliance's and New Mexico Public Education Department's interest in evidence for the KOT's validity and reliability. The study team conducted exploratory and confirmatory factor analyses to identify the latent constructs that the KOT measured. The analyses identified the sets of items that were most related to one another and that could be used to develop domain scores. The study team also assessed reliability to confirm that items in the identified domains consistently measured the same construct. In addition, the study team applied other psychometric analysis methods to examine item functioning and differential item functioning across student subgroups. These analyses provided evidence of whether the KOT rating categories for each item were ordered correctly and whether there were any potential biases in how teachers rated student subgroups. Finally, the study team examined the proportion of the variation in the KOT's domain scores and item ratings at the classroom level to explore the extent to which domain scores and item ratings provide information about individual student abilities. The study identified valid and reliable approaches for scoring KOT item ratings, although not based on the developer's intended six-domain structure. Additional development and validation work is still needed to assess benchmarks for school readiness, determine whether particular items are biased for student subgroups, and examine the sources of classroom-level variations in scores.
Adjunct Faculty Job Satisfaction in California Community Colleges: A Narrative Inquiry
Author: Nagle, Tonya
Date: 2016-09-21
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Adjunct Faculty,College Faculty,Job Satisfaction,Community Colleges,Mentors,Equal Education,Teaching Conditions,Teacher Salaries,Fringe Benefits,Faculty Promotion,Data Analysis,Semi Structured Interviews,Qualitative Research

The problem addressed in the qualitative narrative inquiry is the perceived level of adjunct faculty job satisfaction. The general problem is the inconclusive and contradictory information on job satisfaction for adjuncts nationwide. The specific problem is poor job satisfaction for adjunct faculty in California where adjuncts are 48% of the teaching population (CCCCO, 2014). The narrative inquiry method was used to document the lived experiences of six California community college adjunct faculty members who facilitated at least one course during the physical year of 2015. The central or overarching questions for the narrative inquiry research study are: How does adjunct professors' perceptions of having a mentor(s) have an influence on their job satisfaction, how does adjunct professors' perceptions of equity and access impact their job satisfaction, and how can the college leaders in the California community college system improve adjunct faculty job satisfaction? Four common themes emerged from the narrative inquiries. The four themes are pay and benefits, mentor experiences, student experiences, and work conditions. Recommendations include providing transparency for adjunct faculty roles, responsibilities, and realistic projections for advancement. A suggestion for future research includes duplication of this study via an electronic platform to allow for contribution from participants across the nation. Additional suggestions include duplicating this research in other states.
Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention
Author: Clarke, Ben
Date: 2016-00-00
Type: Journal Articles
Subjects: Achievement Gains,At Risk Students,Control Groups,Educational Practices,Effect Size,Experimental Groups,Intervention,Kindergarten,Mathematics Achievement,Number Concepts,Numbers,Observation,Pretests Posttests,Response to Intervention,Statistical Analysis,Teaching Methods

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. Gain scores of at-risk intervention students were significantly greater than those of control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier 2 mathematics instruction in a response to intervention (RtI) model are discussed. [This article was published in &quot;Journal of Learning Disabilities,&quot; EJ1090698.]
Making School Choice Work for Families: DC School Reform Now&apos;s High Quality Schools Campaign
Author: Jochim, Ashley
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: School Choice,Educational Change,Educational Quality,Access to Education,Disadvantaged,Politics of Education,Family School Relationship,Advocacy,Parent Participation,Best Practices,Low Income Students,Minority Group Students,Outreach Programs

Washington, D.C., has looked to school choice as one way to improve educational outcomes for disadvantaged students. School choice attempts to &quot;level the playing field&quot; between students of different backgrounds by making it possible for all families to have access to a city's high-quality public schools--whether students live near these schools or not. But the process of school choice requires substantial investments of time and resources, something not all families are able to do. As a result, the option of school choice, on its own, does not resolve gaps in access to high-quality schools. DC School Reform Now (DCSRN) launched the High Quality Schools Campaign (HQSC) as an effort to address the challenge of ensuring that school choice works for all families in Washington, D.C. This initiative connects families in the city's most underserved regions--where fewer high-quality schools are available--with &quot;parent advocates&quot; who guide families through the process of choosing a school, from learning about schools (with an emphasis on schools receiving high performance ratings) to completing the application to enrolling their child in school for the fall. The goal of the HQSC is to dramatically increase the number of families who actively take advantage of school choice and enroll in the city's top-rated schools (both district and charter). This brief is the first in a multiyear series that examines the HQSC and offers lessons for other districts and organizations interested in offering better support for families navigating the process of choosing a school. The aims of this evaluation are: (1) inform DCSRN's ongoing work to expand the HQSC to serve more families and expand their impact; and (2) document best practices that can be used by other school districts and community-based organizations to improve families' access to high-quality schools.
Bologna with Student Eyes 2015: Time to Meet the Expectations from 1999
Author: O'Driscoll, Cat
Date: 2015-04-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Governance,Quality Assurance,Student Centered Learning,Higher Education,Educational Change,Recognition (Achievement),Student Mobility,Employment Potential,Educational Finance,Paying for College,Futures (of Society),Educational Trends,Student Participation,Student Diversity,Global Approach,Focus Groups,Questionnaires

Compared to previous years where every aspect of the Bologna process was analysed from a student perspective we have chosen to highlight some key issues for the future that are important for students. Some of the key areas for the the European Students' Union in this edition are student-centred learning, the social dimension, recognition and the future of the Process as a whole. There is no doubt that something must be done or in 2020 the Bologna Process will be obsolete at best. Considering how successful the Bologna Process has been on the whole despite its current challenges, it would be a shame to lose what has been a successful tool for reforming our education systems. The key debate that ministers need to have in Yerevan is how we will move forward together, not to rehash old debates that have already been settled. Individual chapters contain references. A bibliography is included. [Co-funded by the Erasmus+ Programme of the European Union.]
CALL in a Climate of Change: Adapting to Turbulent Global Conditions. Short Papers from EUROCALL 2017 (25th, Southampton, United Kingdom, August 23-26, 2017)
Author: Borthwick, Kate, Ed.
Date: 2017-08-00
Type: Collected Works - Proceedings
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Conferences (Gatherings),Teaching Methods,Educational Change,Teacher Education,Blended Learning,Instructional Innovation,Student Needs,Sustainability,Pronunciation Instruction,Language Tests,Educational Technology,Telecommunications,Handheld Devices,English (Second Language),Language of Instruction,Swedish,Immigrants,Foreign Countries,French,German,Japanese,Computer Software,Computer Mediated Communication,Technological Literacy,Elementary Secondary Education,Higher Education,Spanish,English

The 25th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by Modern Languages and Linguistics at the University of Southampton, in the United Kingdom, from the 23rd to the 26th of August 2017. The theme of the conference was &quot;CALL in a climate of change.&quot; The theme encompassed the notion of how practice and research in CALL is responding to shifting global circumstances which impact education, including developments arising from economic, political, or environmental change. It cut across areas including considerations for teacher training, competitive educational models, open education, new models for blended learning, collaboration, mobile learning, creative and innovative pedagogy, data analytics, students' needs and sustainability--and crucially, it looked to the future with optimism. The programme was packed with over 200 sessions related to this topic, and it included a large number of workshops, pecha kucha, posters, and symposia. This volume offers a snapshot of this dynamic landscape and contains 60 of the papers presented. This volume reflects the wide variety of topics featured at the conference and the high quality of contributions. (Individual papers contain references.)