ethanporcaro/eric-fulltext-meta huggingface dataset:
The Comparison of American and Taiwanese Parents' Expectations of Their Children Learning a Second/Foreign Language
Author: Kung, Chih-Chin
Date: 2009-12-00
Type: Reports - Research
Subjects: Comparative Analysis,Second Language Learning,Foreign Countries,Kindergarten,Parent Attitudes,Child Care,Spanish,Preschool Education,English (Second Language),Second Language Instruction,Correlation,Family Income,Educational Attainment,Careers,Educational Benefits,Surveys,Language Skill Attrition,Employment Potential,Parent Aspiration

The purpose of this study was to explore the comparison between American and Taiwanese parents' views on their young children learning a second/foreign language, the ideal language and learning age, and parents' perceptions regarding language. There were 24 U.S. and 44 Taiwanese participants who had at least one child studying in the day-care centers, with respondent rates of 31.6% and 95.7% respectively. It was found that most Americans would like their children to learn Spanish in preschool and kindergarten (ages 3-6) ideally. English was the ideal foreign language that Taiwanese expected their children to learn in preschool and kindergarten (ages 3-6) as well. There were correlations between those with an education above university level and yearly income above $20,000 who speak one (n=7) or two languages (n=7) in the U.S., who wanted their children to learn an additional language. Neither group worried that their children would have trouble learning other subjects due to learning a second language. All believed mastering a second language can help a person's career, and learning one more language can be beneficial to their children. There was, however, no corresponding correlation found among the Taiwanese group of identical income and education level who want their children to learn an additional language between those speaking two (n=13) or more languages (n=6). Six appendixes are included: (1) Parents' Comments; (2) The Levels of Education in the U.S. and Taiwan; (3) The Names of the Languages and their Degrees of Endangerment in Taiwan; (4) A Second Foreign Language; (5) Survey and Reminder; and (6) IRB Materials. (Contains 2 figures and 27 tables.)
Relation between Classroom Climate and Achievement in Physical Science of Secondary School Pupils
Author: R., Smitha
Date: 2010-06-10
Type: Reports - Research
Subjects: Foreign Countries,Physical Sciences,Classroom Environment,Gender Differences,Academic Achievement,Achievement Tests

This study estimates the extent of relationship between &quot;Achievement in Physical Science&quot; and &quot;Classroom Climate&quot; for the total sample and Sub sample based on gender. The tools used for collecting the data are scale of classroom climate and achievement test in physical science. The study reveals that boys show indifferent or negligible but significant correlation between &quot;Achievement in Physical Science&quot; and &quot;classroom climate&quot; but for girls the relationship was found to be insignificant. The study also shows that less than one percent of the variance of Achievement in Physical Science for total sample is to be attributed to &quot;classroom climate.&quot;
Global Trends in Language Learning in the 21st Century
Author: Eaton, Sarah Elaine
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Language Laboratories,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Trend Analysis,Meta Analysis,Educational Trends,Language Teachers,Educational Finance,Teaching Methods,Educational Technology,Leadership,Grammar,Memorization,Cultural Awareness,Drills (Practice),Information Technology,Intercultural Communication,Student Evaluation,Evaluation Methods

Today's language classroom is vastly different from that of the mid- to late 20th century. The study is a meta-analysis of recent research which provided the means to identify current and emerging trends in the field. Informed by this research, some identified trends that are shaping the 21st century language classroom are outdated practices such as: (1) Vague, hollow promises that can't be proven; (2) Saying that learning languages is easy; (3) Authoritative teacher attitudes; (4) Complaining about cutbacks and lack of funding; and (5) Language labs. These are being replaced by newer approaches such as: (1) Clear, provable demonstrations of learning; (20 Frameworks, benchmarks and other asset-based approaches to assessment; (3) Individualized, customizable, learner-centred approaches; (4) Proving the value of language learning through stories and speech; (5) Using technology for language learning; (6) Linking language learning to leadership skills; and (7) Showing funders the impact their investment has on students and communities. In short, the focus in language education in the twenty-first century is no longer on grammar, memorization and learning from rote, but rather using language and cultural knowledge as a means to communicate and connect to others around the globe. Geographical and physical boundaries are being transcended by technology as students learn to reach out to the world around them, using their language and cultural skills to facilitate the connections they are eager to make. A list of references and resources is included. [This report has been published by Onate Press, an imprint of Eaton International Consulting Inc.]
Mar Ivanios: A Pedagogue of the Disenfranchised
Author: Samuel, Francis A.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Catholics,Clergy,Educational Attitudes,Christianity,Democratic Values,Social Action,Educational Discrimination,Disadvantaged,Social Class,Womens Education,Foreign Countries

Archbishop Mar Ivanios (1882-1953) was a visionary and his educational vision has relevance for today. He emancipated the socially marginalized and disenfranchised people of his time through his educational vision and practice. This article is the story of a small community of Christians and their leader who made a difference in their society. Hence, this paper examines, at first, the educational vision of Mar Ivanios in the context of Malankara Catholic Church in Kerala, India; second, it situates his vision in the context of the social ecology of the community in which Ivanios' educational vision took flesh; third, it looks at the education of women in his community and the disenfranchised segment of the society; finally, it delineates the realization of his vision and ends with some concluding remarks. [This article was published by &quot;Public School Monitor&quot; (Associates for Research on Private Education) v31 n2 Spr 2010 under the title, &quot;Educating the Disenfranchised of India: The Story of Mar Ivanios and His Community.&quot;]
A Study on Group Differences in the Relationship between Organisational Climate Perception and Teaching Competence of Primary School Teachers
Author: Kumar, Amruth G.
Date: 2010-01-10
Type: Reports - Research
Subjects: Competence,Teacher Effectiveness,Organizational Climate,Organizational Culture,Elementary School Teachers,Correlation,Predictor Variables,Foreign Countries,Questionnaires,Rating Scales,Statistical Analysis,Differences

This study is an attempt to estimate the role of Organisational climate perception in determining the teaching competence of primary school teachers. The sample of the study consisted of 242 primary school teachers. Two newly constructed tools were administered on the sample for the collection of data. The results of the study indicated significant influence of Organisational climate perception on teaching competence of primary school teachers. Results indicated significant relationship between &quot;Teaching Competence&quot; and &quot;Organisational Climate Perception&quot; among primary school teachers for the total Sample and for relevant sub samples. Except for the correlations obtained between the sub samples based on teachers educational qualification as P.G B.Ed and T.T.C, all other variables selected for the study have no influence on the degree of relationship between organisational climate perception and teaching competence. (Contains 3 tables.)
Literacy Models and Diversity: Challenges Facing Bilingual Preservice Teachers Tutoring Bilingual Kindergarten Students in an Urban Context
Author: Hardin, Valentina Blonski
Date: 2010-05-02
Type: Reports - Research
Subjects: Preservice Teachers,Bilingual Students,Phonics,Data Analysis,Kindergarten,Individualized Instruction,Tutoring,Bilingualism,Models,Student Diversity,Preservice Teacher Education,Urban Schools,Spanish,Methods Courses,Reading Instruction,Reflection,Instructional Effectiveness,Bilingual Education,Bilingual Teachers,Instructional Materials,Action Research,Emergent Literacy,Sociolinguistics,Teacher Attitudes,Student Attitudes,Spanish Speaking,Hispanic American Students

The present study was undertaken to find ways to help bilingual preservice teachers become more aware of diversity and more questioning of methods for literacy development in order to address issues of critical literacy. Twenty-five bilingual preservice teachers, enrolled in a Spanish Reading Methods at the university tutored 25 kindergarten bilingual students for 20 sessions for 12-weeks. The research sought to find: a) how did tutoring influence preservice teachers' perceptions of literacy development in Spanish, b) how did the use of poems, rhymes, and repetitive-pattern books affect their perceptions of literacy development, and c) whether tutoring and the use of genuine language activities promoted questioning as to whether phonics is the most effective way of literacy development in Spanish. Qualitative methodology of data collection and data analysis were followed. In-class written reflections were collected at the beginning, at mid point and at the end of the course. The researcher classified categories of themes from the reflections into those that were similar and those that were unique. The results indicated that 7 (28%) out of 25 preservice teachers would incorporate these activities in their future instruction, 8 (32%) would continue to use phonics, and 10 (40%) would not commit one way or another. The researcher concluded that the tutoring, instructional activities, and discussions brought about perception change only for a minor number of Teacher Candidates. Recommendations for the future include: incorporating additional research articles to supplement the textbook readings and allocating more time to examining the need for differentiated instruction.
Implementing Postmodernism in Changing the Role of School Administrators in America's Schools
Author: Petterway, Arthur L.
Date: 2010-06-11
Type: Reports - Evaluative
Subjects: Educational Change,Postmodernism,Administrator Effectiveness,Administrator Role,Educational Philosophy,Critical Theory,Educational Environment,School Administration

This article examines the impact of post-modernism on school transformation. Moving away from rigid paradigms of structural reform, the postmodern approach suggests a fluid acceptance of discordant voices and diversity, as necessary ingredients in the construction of meaningful change. Transformation implies interconnectedness, which by itself is inconsistent with the notion that the process of change can be truncated to convenient and easily identifiable compartments. The article suggests that a vision for reform that is inspired, or at least influenced by a postmodernist approach will consider learning and instruction as part of an undivided process. However, success will be measured not on the basis of how efficiently instruction was delivered, but by how much learning occurred.
Toward a Critical Instructional Technology: Instrumental Rationality, Objectification, and Psychologism
Author: Gur, Bekir S.
Date: 2007-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Instructional Design,Educational Technology,Psychology,Ethics,Critical Theory,Power Structure,Self Efficacy,Systems Approach,Teaching Methods,Educational Philosophy,Educational Environment,Cultural Context,Technology Integration,Problem Based Learning,Hermeneutics,Educational Theories

Using a multiple-paper format, this dissertation includes three papers. By providing critiques of instrumental rationality, objectification, and psychologism in instructional technology," this study aims to provide a tentative formulation of a "critical instructional technology that is sensitive to power and ethics. The first article starts by presenting a theoretical discussion of instrumental rationality in instructional technology (IT). Then, it focuses on how the instrumental view became dominant in the field. The article explores the notion of the designer/technologist as a specific intellectual. It claims that efficiency should not be understood as an economical, instrumental, or technical matter, but an ethical one. It then focuses on potential pathways for advancing the field of educational technology in terms of systems design and userdesign. The second article presents an overview of Heidegger's genealogy of and critique of modern technology. It then presents a phenomenological discussion on the importance of body (or embodiment) in learning. Some of the political/economical problems regarding mandating teachers to teach a predesigned course of instruction are investigated. It concludes that instructional designers' meaningful technological interventions need to be aligned with approaches to the professional development of teachers-not with the objectification in which the subjectivities, bodies, and faces of teachers and students become irrelevant. The third article presents a brief genealogy of IT in relation to the influence of psychology. Moreover, it provides a critical and hermeneutical framework for psychology. Then, it discusses some problems of psychologism, focusing on positivism, metaphysics, cultural ecology, and power. IT professionals are encouraged to engage reflectively with the power relations and ethical issues in which they are involved. The article points out a need for looking at psychology more comprehensively (e.g., critical and hermeneutical psychology).
Tell Them We Are Rising: An Ethnographic Study of the Obama Family Network of Jacksonville, Florida
Author: Fluellen, Jerry E., Jr.
Date: 2010-06-19
Type: Opinion Papers
Subjects: Ethnography,Political Campaigns,Presidents,Strategic Planning,Community Coordination,Community Organizations,Social Networks,Professional Development,Meetings,Workshops,Interviews,Position Papers

On the weekend of December 13, 2008, 4,000 House Meetings in our nation convened to plan service events. In Jacksonville, Florida, four such House Meetings were held. Of the four, two became official links in Organizing for America, President Obama's grassroots organization. Of the two, one strove to become a learning organization. At the heart of The Obama Family Network of Jacksonville, Florida (OFN-JAX), is an example of education outside of school. This network of Jacksonville leaders engaged systematic workshops embedded in monthly House Meetings to learn Peter Senge's fifth discipline framework for learning organizations. Also, the organization created teams to carry out strategic actions guided by a shared vision. Thus, this ethnographic story tells how a group of 2008 campaign volunteers for President Obama transformed into people preparing for the 2012 presidential campaign. (Contains 2 figures.)
Good Practice Guide: Bringing a Social Capital Approach into the Teaching of Adult Literacy and Numeracy
Author: National Centre for Vocational Education Research
Date: 2010-06-11
Type: Guides - General
Subjects: Adult Literacy,Numeracy,Social Capital,Adult Vocational Education,Best Practices,Teaching Methods,Partnerships in Education,Foreign Countries

This good practice guide is based on research that looked at how to teach adult literacy and numeracy using a social capital approach. The guide suggests ways vocational education and training (VET) practitioners can adopt a social capital approach to their teaching practice. A social capital approach refers to the process in which networks are drawn on or created during the various stages of the literacy and numeracy program. The guide also outlines indicators of social capital outcomes.
Coalition for Healthier Schools Position Statement and Recommendations
Author: Healthy Schools Network, Inc.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,School Buildings,Pollution,Academic Achievement,Position Papers,Child Health,Educational Improvement,Adults,Health,Health Promotion,Educational Facilities Improvement,Educational Environment,Environmental Standards,Public Schools,Private Schools

Each school day, 55 million children and 7 million adults--that's 20% of the total U.S. population and 98% of all children--spend their workdays inside school buildings. Unfortunately, too many of the nation's 125,000 public and private K-12 schools are &quot;unhealthy&quot; buildings that can harm their health and hinder learning. Today, clear and convincing research shows that improving specific factors such as school indoor environmental quality improves attendance, academic performance, and productivity. This paper presents a list of recommendations offered by the Coalition for Healthier Schools to promote child and adult health, improve education, and create healthier communities.  [For &quot;Coalition for Healthier Schools Position Statement. Improving Education, Child Health, the Environment, and Communities,&quot; see ED510050. Additional sponsorship for this message was provided by: American Federation of State, County, and Municipal Employees; Alliance for Healthy Homes; Apollo Alliance; Beyond Pesticides; Children's Environmental Health Network; Healthy Children-Healthy World; Connecticut Foundation for Environmentally Safe Schools; Environmental Defense; Funders Forum on Environment and Education; Healthy Kids: The Key to Basics (MA); Green Schools Initiative/CA; Improving Kids Environment (IN); Initiative for Children's Environmental, Health; Learning Disabilities Association of America; Marin Golden Gate Learning Disabilities Association (CA); Massachusetts Healthy Schools Network; National Center for Environmental Health Strategies; National Education Association Health Information Network; New Jersey Work Environment Council; New Jersey Work Environment Council; New Jersey Environmental Federation; Oregon Environmental Council; Physicians for Social Responsibility; Twenty-first Century Schools Fund (DC); West Harlem Environmental Action; League of Conservation Voters, Washington, DC; National Association of Pediatric Nurse Practitioners and over 200 more organizations nationwide.]
The Death of Psychology: Integral & Fifth Force Psychologies. Technical Paper No. 36
Author: Fisher, R. Michael
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Critical Theory,Conflict,Criticism,Postmodernism,Psychology,Brain,Psychologists,Psychiatry,Behaviorism,Humanism,Cultural Pluralism,Counseling,Psychotherapy,Models,Epistemology

The purpose here is to translate the Fifth Force Psychologies movement through an integral (Wilberian) lens. One of the most significant impacts of doing this comes from the integral initiative, which has led to Ken Wilber arguing "Psychology is dead." Concomitantly, his view is that the "integral approach" is its replacement. This move characterizes Wilber's unique integral philosophy in a deconstructionist postmodern style of Nietzsche's "God is dead." Yet, Wilber, unlike Nietzsche, and more like Rank, reconstructs a post-postmodern vision of a new critical analysis and critical theory. In the author's view, the best of Wilberian thought and critique is his social politics of knowledge (re: his dealing with the Four Forces). It is what makes a foundational postmodern critical (conflict) theory of Integral (at least, in the Wilberian view, of which the author finds most compelling and useful to the problems of the 21st century overall--that is, ideological conflict, violence, fear, terror, wars, etc.). The very understanding of "psychology" and the field of Psychology is put into question by Wilber's challenge, just as God was more fully put into question by more and more people after Nietzsche. This technical paper puts Psychology into question, not for the first time, but in a way the author thinks is truly a first 21st century vision and profound in its potential as critique. The author offers nine reasons for naming and reclaiming "Integral-Transpersonal" as the Fourth Force of Psychology. (Contains 44 footnotes.) [This paper was published by the In Search of Fearlessness Research Institute.]
Perceptions of the Impacts of the &quot;Arts du Cirque&quot; Program: A Case Study
Author: Deslandes, Rollande
Date: 2010-04-30
Type: Reports - Research
Subjects: School Activities,Focus Groups,School Community Relationship,Program Effectiveness,Foreign Countries,Case Studies,Elementary Schools,Interdisciplinary Approach,Art Education,Physical Education,Urban Schools,Disadvantaged Schools,Program Descriptions,Competency Based Education,Student Development,Skill Development,Parent School Relationship

This qualitative study used focus groups to identify the knowledge about the &quot;Arts du Cirque&quot; Program implemented in a primary school and to explore perceptions of its impacts. Data are based on the discourse of school staff members, parents and other members of the community of an elementary school. The impacts on students are illustrated in terms of prioritized values, academic and skill learning, behavior, self-esteem, sense of belonging and child-adult relationship. Impacts are also reported regarding school staff members, parents and other members of the community. Adequacy is shown between the development and deployment of cross-curricular competencies in the &quot;Arts du Cirque&quot; Program and what is prescribed by the &quot;Quebec School Program.&quot; Results show evidence of a rapprochement between parents and teachers and of the support of the community at large mainly as an audience. Work must go in order to develop stronger family-school-community relationships. (Contains 1 table and 1 footnote.) [This research was made possible thanks to support from the University of Quebec at Trois-Rivieres Family-School-Community and Cross-Curricular Competencies Research Laboratory.]
Legislative Update, December 2009. Report 09-26
Author: Blair, Julia
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Student Financial Aid,Educational Legislation,State Legislation,Access to Education,Educational Facilities,Educational Finance,Institutional Mission,Student Costs,Public Colleges,Public Education,Private Colleges,Private Education,Fees,Labor Force Development,Textbooks,Enrollment Trends,Transfer Policy,Nursing Education,Technical Education,Vocational Education

This update contains analyses of legislative initiatives being tracked by the staff of the California Postsecondary Education Commission (CPEC). At its December 15 meeting, CPEC staff provided an update on the priority higher education legislation, including recent amendments. A matrix of bills monitored by CPEC staff is included. Contents include: (1) Access; (2) Affordability; (3) Postsecondary Education Facilities Funding; (4) Private Postsecondary Education; (5) Segmental Mission and Functions; (6) Student Fees and Financial Aid; (7) Workforce Development; (8) Other Areas; (9) Other Bills being Monitored by Staff; (10) Summary Matrix of Bills; and (11) Legislative Committee Membership.