ethanporcaro/eric-fulltext-meta huggingface dataset:
Components of a Faculty Web Site: [Personalizing the Distance Learning Relationship: Perceptions of the Relative Importance of Faculty Web Site Components]
Author: Mandernach, B. Jean
Date: 2005-00-00
Type: Journal Articles
Subjects: College Faculty,Web Sites,Blended Learning,Distance Education,Web Based Instruction,Student Attitudes,Teacher Student Relationship,Electronic Learning,Self Disclosure (Individuals),Hypothesis Testing,Access to Information,Comparative Analysis,Conventional Instruction,Online Surveys

Instructors teaching in the online classroom are faced with the unique challenge of creating a personalized relationship in a virtual environment that lacks the traditional outlets for establishing an informal connection with students. While there are various means of facilitating the online student-teacher relationship, faculty Web pages are often used as a simple, low-cost means of sharing information about an instructor's personal life (including interests, hobbies, family, etc). The purpose of the current study was to examine students' perception of the relative importance of various types of information placed on a faculty Web page. It was hypothesized that online students would desire more personalized content on an instructor's Web page as these students would lack the face-to-face, informal interactions that typically reveal this type of information. Contrasting the hypothesis, this study found online students and face-to-face students placed little importance on the personalized components of a faculty Web site. Rather, regardless of educational delivery format, students placed high importance on basic contact and course-specific information, with very little importance on an instructor's personal information.
Designing the Teacher Like Behavior of E-Learning System: A Case Study of Indian Scripts Typing Tutor
Author: Katre, Dinesh S.
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Psychotherapy,Electronic Learning,Teacher Behavior,Teacher Student Relationship,Computer Interfaces,Man Machine Systems,Instructional Design,Keyboarding (Data Entry),Alphabets

Transactional Analysis (TA) of teaching and learning process reveals actions and reactions triggered from the ego-states of teacher and learner. The teacher has to switch between these ego-states to achieve effective communication and learning results. Ego-states of teacher and learners are worth studying in the context of e-learning, as the e-learning system has to emulate the teacher's behavior. Present problem is how to integrate the behavior of teacher in the system. This paper presents the behavioral models of interactions between teacher and learner. The case study of Indian Scripts Typing Tutor software is presented to show how some of these behaviors are modeled and incorporated with consideration of egostates. It has helped in the design of interface metaphor, interaction, dialogs, color schemes etc. Indian Scripts Typing Tutor is being developed for school children and adult learners.
World-Wide Intelligent Textbooks
Author: Schwarz, Elmar
Date: 2005-00-00
Type: Journal Articles
Subjects: Distance Education,Problem Solving,Intelligent Tutoring Systems,Multimedia Materials,Electronic Publishing,Programming,Integrated Activities,Program Implementation,Courseware,Computer Software Reviews,Computer System Design,Program Descriptions,Internet,Textbooks,Textbook Publication

New WWW technologies allow for integrating distance education power of WWW with interactivity and intelligence. Integrating on-line presentation of learning materials with the interactivity of problem solving environments and the intelligence of intelligent tutoring systems results in a new quality of learning materials that we call I3-textbooks. In this paper, we describe the development of ELM-ART, an I3-textbook for learning programming that can be accessed via Internet and that is based on the on-site learning environment ELM-PE.
Preservation Methods for Digital Library
Author: Rajendran, L.
Date: 2005-00-00
Type: Journal Articles
Subjects: Electronic Libraries,Library Materials,Archives,Preservation,Equipment,Computers,Computer Peripherals,Access to Information,Prevention,Online Searching,Internet,Web Sites,Technological Advancement,Information Technology,Computer Software,Standards

Going digital is the way to minimize handling of damaged materials, but the imaging process is demanding and must be done with oversight by preservation staff and with a high enough level of quality to ensure the reusability of the archival electronic file for as long as possible. This paper focuses on the scope and needs of digital preservation, and various types of available preservation methods. The remainder of this paper explores some of the approaches and technological issues facing our profession.
Content Delivery in the &quot;Blogosphere&quot;
Author: Ferdig, Richard E.
Date: 2005-00-00
Type: Journal Articles
Subjects: Internet,Educational Technology,Teaching Methods,Computer Mediated Communication,Computer Uses in Education,Elementary Secondary Education

While a few educators have already started using blogs in the classroom, more have focused on the potential of blogging in teaching and learning (Shachtman 2002; Embrey 2002). For instance, some claim that blogs may further democratize the Internet, addressing some of the concerns under-girding the digital divide (Carroll 2003). This article describes the pedagogy behind blogs. The authors address the reasons why blogs should be used as one of many teaching and learning tools, as well as describe the potential benefits of blogs for educators. Drawing on their own research and teaching they conclude with specific strategies for using blogs in the classroom.
Fabulous Fashions: Links to Learning, Literacy, and Life
Author: Thompson, Anne L.
Date: 2005-00-00
Type: Journal Articles
Subjects: Middle School Students,Females,Disadvantaged Schools,Urban Schools,Clothing,Program Descriptions,Program Design,After School Programs,Interdisciplinary Approach,Learning Activities,Learner Engagement,Self Esteem,Multiple Literacies,Experiential Learning,Career Awareness,Thinking Skills,Long Range Planning

Fabulous Fashions is a program established in 2000 for fifth through eighth graders attending high-need school, M.S. 127, in the Castle Hill section of the Bronx. Within the program, fashion design is offered three times a week; students who enroll are required to attend all three sessions. Students may participate in as many seasons of fashion as they choose. Much of the research over the past century or more on how to make students more receptive to learning supports the hypothesis that programs such as Fabulous Fashions can help students learn in the classroom and beyond. After a description of the program and the author's research design, this article briefly examines some of this research, discussing the possibility that arts instruction enhances traditional academics. It also addresses the roles of interest, emotion, motivation, and self-esteem in enhancing student engagement. That this program focuses on fashion is important not only because middle school girls are immersed in the topic but also because of its potential as a future career and its authenticity. Fashion can function as a sign system in and of itself, creating links to other sign systems including reading and writing activities. In sum, this article shows how a single class such as Fabulous Fashions can significantly affect students' lives.
We Think You Need a Vacation...: The Discipline Model at Fresh Youth Initiatives
Date: 2003-00-00
Type: Journal Articles
Subjects: After School Programs,Youth Programs,Program Descriptions,Service Learning,Social Action,Community Services,Case Studies,Self Control,Models

Fresh Youth Initiative (FYI) is a youth development organization based in the Washington Heights-Inwood section of Manhattan. The group's mission is to support and encourage the efforts of neighborhood young people and their families to design and carry out community service and social action projects, develop leadership skills, fulfill their potential and realize their dreams. They accomplish their mission primarily though their youth-led, adult-facilitated community service and social action program, &quot;Community Youth in Action.&quot; FYI programming consists of projects that include making sleeping bags for the homeless, the operation of New York City's only youth-run, adult-facilitated food pantry, painting the apartments of senior citizens, community mural projects, free clothing distribution and, coming soon, a &quot;Goodwill-&quot;style store. However, they are most proud of the culture they have been able to create among young people, their families and the community. Their tag line, &quot;Taking Responsibility for Things that Matter,&quot; has become a beacon for behavior expected from their members. The young people of FYI have performed a stunning 42,000 hours of volunteer community service since their inception, and volunteers within their community have assisted them in having a major impact on the landscape of Washington Heights-Inwood. In this article, the authors introduce what they feel are some of the keys to the program's success: the marriage of community service and social action to youth development, and a philosophy of discipline that encourages the very best behavior from their program participants. [This article was written by the FYI writing team: Tania Ortiz, Rodney Fuller, Jayson Guilbe, Maria Terrero, and Laura Myers.]
Free Model-Based Learning Resources
Author: Tinker, Robert
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Resources,Models,Learning Activities,Courseware,Sustainable Development,Algebra,Video Technology,Science Activities,Science Course Improvement Projects

Robert Tinker, President of The Concord Consortium, announces that through a series of grants from the National Science Foundation (NSF) and the US Department of Education, the Concord Consortium has been able to produce amazing and innovative software packages and have incorporated them into hundreds of powerful learning activities. Whatever subject being taught, at whatever level, Tinker says that they probably have software-based learning activities that can improve teaching. Although their strengths are in science at high school and college levels, they also have algebra software and sustainable development materials that can be used across all disciplines. This article describes the models, learning activities that use them, and how you can get them. Although free, Tinker says that these are very high quality and have been extensively tested in real classrooms. By using these, providing the Consortium with feedback, and letting it monitor student progress, teachers can help the company collect research data. But that is not required--there are no strings attached.
Knowledge Management in Teacher Education Progress and Future Prospects
Author: Mohan, Radha
Date: 2005-00-00
Type: Journal Articles
Subjects: Knowledge Management,Teacher Education,Schools of Education,Human Capital,Educational Indicators

This paper develops a practical guideline for intellectual capital measuring and reporting in the context of teacher education institutions. Intellectual capital is obviously the foundation for knowledge-centric organizations like teacher training colleges. According to Bertrand Russell: &quot;The defense of the state in all civilized countries is quite as much in the hands of our teachers as in those of the armed forces&quot;. Indeed it is teacher-training colleges with its Intellectual Capital base, which help shape future teachers for the society. A bibliography is provided.
Teacher Education: From Education to Teacher Substance and Practice
Author: Felicetti, Vera Lucia
Date: 2011-10-00
Type: Journal Articles
Subjects: Educational Practices,Teacher Education,Teaching Methods,Knowledge Management,Cultural Education,Mathematics Teachers,Mathematics Instruction,Teaching (Occupation)

This article aims to reflect the trajectory of the teacher from the perspective of building and rebuilding the knowledge of the professional in education; it shows the teacher constituting the development of his knowledge-substance and knowledge-practice over the course of teacher performance, which makes each professional unique, though they consist of the same feelings and the same needs. These perspectives are made salient in the view of authors such as Tardif, Maués, and others. The methodological proposal used is naturalistic-constructive. This article deals with the difference between a mathematician and a Mathematics teacher, and highlights the aspects relevant to classroom practices in this discipline. The importance of practices that are reflective, critical and allied to theory is also highlighted. The characteristics pointed out in the text with respect to teacher education evidence the need for general cultural education, that is, the education of a &quot;civilized man&quot;. This characteristic, when constructed, enables the Mathematics teacher to relate the content of this discipline to the daily situations of the student's life, thereby establishing the meaning of the discipline for the student.
Co-Constructing Space for Literacy and Identity Work with LGBTQ Youth
Author: Blackburn, Mollie V.
Date: 2005-00-00
Type: Journal Articles
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,Social Bias,After School Programs,Extracurricular Activities,Bullying,Educational Environment,School Safety,Literacy Education,Identification (Psychology),Youth Programs,Social Justice,Poetry,Self Expression,Story Telling

Young people who identify as lesbian, gay, bisexual, or transgender (LGBT), or are perceived as such, often suffer from neglect and abuse in schools. School personnel typically ignore the issues of LGBT youth in the academic curriculum and in extracurricular activities (Gray, 1999; Owens, 1998). Youth perceived as LGBT are often called derogatory names, harassed, or physically abused (Eaton, 1993; Gray, 1999; Human Rights Watch, 2001; Owens, 1998; Rofes, 1995). This neglect and abuse hinders the education of these youth, as suggested by the Gay, Lesbian and Straight Education Network (GLSEN) 2001 nationwide school climate survey of 904 LGBT youth across the United States. According to the GLSEN report, 68.6 percent of these youth felt unsafe in their schools because of their sexual orientation, and 45.7 percent felt unsafe because of their gender expression (Kosciw, 2001). As a result, 31.9 percent had skipped a class, and 30.8 percent had missed an entire day of school in the month prior to the survey. Based on these findings, Kosciw (2001) concluded that the heterosexism and homophobia these young people experienced in schools hindered their academic learning. More specifically, heterosexism and homophobia in schools impede both LGBT students' literacy work (environments that cause students to feel alienated or insecure create an inhospitable climate for writing) and the identity work (LGBT students have little opportunity to explore their identities while heterosexism and homophobia work to make homosexualities invisible in schools). In this article the author examines the literacy and identity work in which lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth engage in an out-of-school context. She studied Story Time, a literacy group in a Philadelphia youth-run center, for LGBTQ youth called The Attic. The LGBTQ youth with whom she worked used their reading and discussions of texts in Story Time to validate their identities and to envision ways in which they might work against heterosexism and homophobia.
Next-Gen Search Engines
Author: Gupta, Amardeep
Date: 2005-00-00
Type: Journal Articles
Subjects: Search Engines,Computer System Design,Computer Software Evaluation,Information Retrieval,Information Systems,Information Networks,Metadata,Information Technology,Technological Advancement,Online Searching,Search Strategies

Current search engines--even the constantly surprising Google--seem unable to leap the next big barrier in search: the trillions of bytes of dynamically generated data created by individual web sites around the world, or what some researchers call the &quot;deep web.&quot; The challenge now is not information overload, but information overlook. The author describes the latest interface enhancements from the major portals, and wonders if any of those ideas will show up on the search engines of the future. Design possibilities what search engines of the future could hold are explored.
The Role of the European Inspections in the European Educational Space--Echoes from Portugal Regarding the Assessment of Schools
Author: Costa, Estela
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Institutional Evaluation,Educational Policy,Governance,Achievement Tests,Federal Legislation,Elementary Schools,Secondary Schools,Inspection

This paper is an approach to the construction of a European educational space (Nóvoa &amp; Lawn, 2002), which is due to new modes of regulation in education. The policy under consideration is the institutional evaluation of schools carried out by the Portuguese General Inspectorate of Education. The aim is to explore how concepts and policies get &quot;contaminated&quot; by the European models (Barroso, 2003, 2006) and understanding how the regulation is outlined by the Inspectorates in some European countries, including Ireland, England, Wales, Scotland, France, the Netherlands and Belgium. This paper owes to the phenomena associated to &quot;travelling policies&quot; (Alexiadou &amp; Jones, 2001), to &quot;policy transfer&quot; (Dolowitz et al, 2000; Stone, 2001), and to &quot;policy borrowing&quot; (Halpin &amp; Troyna, 1995; Steiner-Khamsi, 2004). The authors' perspective on the influences of the international movement of policies is free from simplistic and deterministic logics (Lingard &amp; Rizvi, 2000), advocating that the internationalization of ideas come along with national reflections on how these ideas are materialized (Popkewitz, 1996). At the local/regional levels, the regulation of educational systems can be characterized as a growing &quot;multi-regulation&quot;--that comes from a growing number of sources and a variety of tools (assessment, monitoring and sharing best practices)--which mingle with modes that exist in a more traditional, bureaucratic regulation (Afonso &amp; Costa, 2010). Thus, each country has its own overview about the structures, and effects of globalization, which do not occur simultaneously, nor in the same way in the different &quot;nation states&quot; (Lingard &amp; Rizvi, 2000). A bibliography is provided.
Assessing a Theoretical Model on EFL College Students
Author: Chang, Yu-Ping
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Models,Academic Achievement,Measures (Individuals),Language Tests,Computer Software,Statistical Significance,Affective Behavior,Affective Measures,Student Motivation,Correlation,Self Control,Learning Strategies,College Students,Vocational Schools,Predictor Variables

This study aimed to (1) integrate relevant language learning models and theories, (2) construct a theoretical model of college students' English learning performance, and (3) assess the model fit between empirically observed data and the theoretical model proposed by the researchers of this study. Subjects of this study were 1,129 Taiwanese EFL college students. The instruments utilized in this study, designed by the researcher of this study, included Self-regulated Inventory and English Achievement Test. LISREL 8.72 was employed to analyze the collected data. The results of this study showed that there was a statistically significant direct effect on affection/motivation and academic achievement. In addition, the statistical result showed a mediating effect of action control in language learning process. Based on the results of this study several suggestions for further research and implications for future EFL instruction were also offered at the end of the paper.
Success Rates of Online versus Traditional College Students
Author: Wilson, Dawn
Date: 2011-12-00
Type: Journal Articles
Subjects: Online Courses,Conventional Instruction,Success,Grade Point Average,Black Colleges,Withdrawal (Education),Academic Failure,Academic Persistence,Academic Achievement,Comparative Analysis,Undergraduate Students,Gender Differences,Racial Differences,High School Students,College Entrance Examinations,Scores,Statistical Analysis,Student Records,Student Characteristics

Are students setting themselves up for failure by taking online courses? Should students be restricted from taking online courses if they have not reached a certain GPA? Should students who fail or withdraw from an online course be required to take to traditional courses for at least one semester? At one Historically Black College or University (HBCU) there seemed to be a marked difference in the success of students taking online courses versus students taking face-to-face courses. Online students seemed to have a higher withdrawal rate, failure rate and seemed to have more trouble completing assignments by the deadline, if at all. Therefore, in the spring 2010 semester data were gathered from four management courses, two online and two face-to-face, across two different subjects, with different professors and different students to see if there was any notable difference in online achievement versus face-to-face achievement and if there was a difference in achievement why were online students performing so poorly as compared to face-to-face students.
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
Author: McArthur, David
Date: 2005-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Role Perception,Educational Objectives,Relevance (Education),Technology Uses in Education,Program Implementation,Barriers,Performance Factors,Trend Analysis,Educational Trends,Educational Practices,Classroom Techniques,Intelligent Tutoring Systems,Algebra,Program Effectiveness,Feedback (Response),Coaching (Performance),Academic Achievement,Teaching Skills,Expertise,Teaching Methods,Educational Research,Computer Software Reviews,Computer System Design,Courseware,Mathematical Concepts,Outcome Measures,Usability,Educational Technology

This report begins by summarizing current applications of ideas from artificial intelligence (Al) to education. It then uses that summary to project various future applications of Al--and advanced technology in general--to education, as well as highlighting problems that will confront the wide­ scale implementation of these technologies in the classroom.
Business Schools and Resources Constraints: A Task for Deans or Magicians?
Author: D'Alessio, Fernando A.
Date: 2011-10-00
Type: Journal Articles
Subjects: Business Administration Education,Deans,Educational Finance,Financial Support,Comparative Analysis,Proprietary Schools,Universities,Foreign Countries

One of the major challenges that face the deans of many business schools is obtaining funding for their academic operations and research to sustain world-class educational quality. Business schools raise resources in their own way, but ways of financing strongly vary when comparing educational institutions among world regions. The purpose of this article is to provide some reflections on the challenges deans face for properly financing a business school. Its focus is on the non-profit business school due to the classic philosophical aspects of education compared to the still controversial for-profit school. Six models for business schools with differing methods of financing are categorized. These different models of business schools introduce some reflections and possible strategies to address the financial challenges proposed. A sample of 31 business schools worldwide was used. The main sources and uses of funds for business schools are discussed and the different challenges faced by deans, in North America, Europe, Latin America, and Asia, contrasted.