ethanporcaro/eric-fulltext-meta huggingface dataset:
General or Technical High School: Parameters Related to Greek Students' Choice
Author: Christopoulou, Anthoula
Date: 2012-00-00
Type: Journal Articles
Subjects: Vocational High Schools,School Choice,Career Development,Student Characteristics,Student Educational Objectives,Demography,General Education,Adolescent Attitudes,High School Students,Foreign Countries,Questionnaires,Performance Factors,Interest Inventories

This research attempts to examine the demographic characteristics of Greek adolescents who choose either general or technical high schools as well as the parameters related to students' specific educational decision. The sample of the survey includes 198 students from both schools. Results showed that students' choice was not directly related to their family. Personal preferences, career development, independence and professional stability were the most significant parameters that students had taken into account when considering their educational choices. Results revealed gender differences concerning the relationship between family, parental variables and students' educational choice. (Contains 4 tables.)
Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum
Author: Vick, Matthew
Date: 2012-00-00
Type: Journal Articles
Subjects: Charter Schools,Secondary School Science,Science Tests,Thinking Skills,Science Curriculum,Course Evaluation,Academic Standards,Student Evaluation,Course Content,Science Instruction,Science Laboratories,Curriculum Design,Classification,Educational Objectives,Cognitive Processes,High Schools,Student Projects,Course Descriptions,Biology,Evaluation Criteria,Distance Education,Instructional Design,Web Based Instruction,Electronic Learning,Physical Sciences,Earth Science,Chemistry,Physics,Curriculum Evaluation,Virtual Classrooms,Computer Assisted Testing,Computer Simulation,Case Studies,Guidelines

This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their correlation to the cognitive levels of the revised Bloom's taxonomy and the US NSES (National Science Education Standards). The remembering level was associated with the largest number of quiz and exam questions. However, analysis and application were also frequently assessed. Most of the standards were assessed at some point. The teacher selected projects address science inquiry standards but not additional content standards. The projects often required higher levels of thinking. Recommendations for teachers in virtual K-12 (kindergarten through 12th grade) schools are made to select additional content that focuses on key concepts and include more application, analysis, evaluation and creation. (Contains 7 tables.)
The Role of E-learning in Science Education vis-a-vis Teacher Training Institutes in Middle East
Author: Deshmukh, Veena
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Preservice Teacher Education,Online Courses,Statistical Analysis,Science Education,Education Courses,Facilitators (Individuals),Interaction,Conventional Instruction,Instructional Design,Web Based Instruction,Interviews,Student Attitudes,Educational Technology,Questionnaires,College Students,Educational Policy,Distance Education

This paper describes the effect of &quot;online science teaching&quot; in teacher education institutes in the UAE (United Arab Emirates). The study was undertaken to understand the mindset and perceptions of educators with respect to online education with a sample comprising of 20 pre-service teachers in the second semester of a one-year post graduate course in education. A quantitative research methodology was adopted to investigate the pre-service teachers' perceptions of online education. Also, there were interviews conducted and included in the analysis. A major result indicated that participants had a better understanding of course materials through using the online medium. Other results indicated the effectiveness of the online instruction to measure participants' expectations regarding the course design, role of the facilitator and interactions between the participants themselves and the instructor or facilitator. Supportive interviews indicated key aspects and also comparing the two modes: online and face-to-face.
Cultivating Creativity and Self-Reflective Thinking through Dialogic Teacher Education
Author: Kizel, Arie
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Reflection,Professional Development Schools,High Schools,Educational Philosophy,Preservice Teacher Education

A new program of teacher training in a dialogical spirit in order to prepare them towards working in the field of philosophy with children combines cultivating creativity and self-reflective thinking had been operated as a part of cooperation between the academia and the education system in Israel. This article describes the program that is a part of their practice towards co-operation between academia and schools as a part of PDS (professional development schools) partnership. The program fosters creativity and self-reflective thinking in schools and teacher training, and offers dialogical methods through the philosophy of Martin Buber, Emmanuel Levinas and Paulo Freire. The program encourages adopting principles proposed by Buber (1947; 1957; 1959), who perceived education as a dialogue among people whose humanity is fully manifested in its reciprocity. This is an unequivocal stance, maintaining that neither skillful technique nor exciting contents can replace the experience of the spontaneous, authentic concrete presence of the educator's personality. The dialogic dimension of the program draws its significance from the principle of responsibility, as expressed by Emmanuel Levinas (2003). It is based on the idea that the human being, as a speaking subject, does not place himself/herself in the center, but turns to the other. This committed attitude of the other must be expressed in education action, in clothing the naked and feeding the hungry as expressed by Freire (1970; 1973). These principles implemented in teacher education and teacher training requires active listening, a capacity to be response-able to environment in which teachers are situated and it seeks to uncover assumptions, reflect on concepts in use and assist the new teacher to be involve in a philosophical inquiry, as well as situating self-understanding in the context of philosophy of education. (Contains 1 footnote.)
A Case-Control Study on the Behavior Status of Rural Left-Behind Children in China
Author: Zhi-xin, Yang
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Youth,Child Behavior,Behavior Problems,Elementary School Students,Case Studies

The present study is aiming to exploring the behavior status of rural left-behind children in China. In a case-control study, we used Rutter Children's Behavior Questionnaire for teacher to measure behavior status of children in left-behind group and control group. Furthermore, we also compared behavior status of children in different age groups (grades two, four and five). The results showed that rural left-behind children in China have more behavior problems than the control group, and children in the elder group have more behavior problems than children in the younger group. (Contains 3 tables.) [Financial support for this study was provided by the Planning Office of Philosophy and Social Science of Anhui Province of China.]
Innovative Strategies for Financial Management in Nigerian Public Secondary Schools
Author: Sofoluwe, Abayomi Olu
Date: 2012-00-00
Type: Journal Articles
Subjects: Secondary Schools,Public Schools,Educational Finance,Money Management,Educational History,Financial Support,Enrollment,Expenditures,Federal Aid,Alumni Associations,Strategic Planning,School Administration,Community Involvement,Nongovernmental Organizations,Foreign Countries

Education is the cornerstone of a nation's culture and an absolute necessity for economic prosperity and development. There is hardly any household in this country that is not concerned about the state of our education system particularly the secondary system. The structure is in a deplorable condition. Teachers are demoralized and disenchanted, as the system now produces millions of virtually illiterate young people who roam the streets in streets of employment that is not available. Crucial as the system is, there is evidence of declining. Such decline relates to finance arid administration, planning for quality, training and utilization of teachers, and curriculum and equality of opportunities. There is then a great concern about how the decline can be controlled, so as to meet the needs of all concerned, as well as laying a solid foundation for the secondary education in Nigeria. It is, therefore, the focus of this paper to examine the strategy for financial management in Nigerian public secondary schools. (Contains 9 tables and 1 figure.)
Best Practices with Online Courses
Author: Thiede, Robert
Date: 2012-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Strategies,Best Practices,Assignments,Class Activities,College Instruction,Portfolios (Background Materials),Student Evaluation,Scoring Rubrics,Case Method (Teaching Technique),Vignettes,Distance Education,Asynchronous Communication,Discussion,Computer Mediated Communication,Web 2.0 Technologies,Instructional Design,Web Based Instruction,Virtual Classrooms,Computer Simulation,Electronic Learning,Web Sites,Electronic Publishing,Guidelines,Video Technology

The popularity and rise in online courses have somewhat taken the author by surprise. Starting as a college instructor three years ago, the author has witnessed the tremendous interest in online programming. In fact, it is the fastest growing enrollment at the kindergarten-12th grade and higher educational levels. At the university level, administrators are directing the design of online courses, faculty members are being drawn to develop these types of courses and students are strongly requesting these courses. However, even though there is this strong movement for online programming, it is relatively new and unfamiliar to most university administrators and faculty members. There is a pressing need to acquire hands-on, practical knowledge, skills and materials for these online courses. Consequently, university faculty is scrambling to find more information, materials and resources to fulfill these online programming interests and needs. This paper will present an overview, teaching/learning techniques, exemplary assignments and activities, and assessment tools for online courses. A literature review, along with best practices associated with online education, is incorporated in the following sections of this paper. The following is appended: Troubled Youth Case Study: An Example of an On-Line Assignment. (Contains 1 table.)
School Violence Case Study at Virginia Tech
Author: Lyttle, LeighAnne
Date: 2012-03-28
Type: Reports - Research
Subjects: Campuses,Violence,Emotional Disturbances,Mental Health,Law Enforcement,Mental Disorders,Weapons,College Students,School Safety,Health Services,Student Rights,Legal Responsibility,Emergency Programs

On April 16, 2007, Seung Hui Cho, a livid and mentally ill student, shot to death 32 students and faculty of Virginia Tech, wounded many more people, and then killed himself. This incident has impacted college and university campuses nationwide in efforts to seek mentally disturbed students and help them, to have effective emergency teams, as well as having the best security policies implemented. Since this atrocity many arguments have begun to emerge about the right to bear arms on campus, keeping mental health treatment confidential and many other issues that could have changed the outcome of that fateful day. This report seeks to analyze Seung Hui Cho, his life, his mental health, the shootings at Virginia Tech, the staff and law enforcement's role, and the campus policies that have changed since. Learning from this tragedy is imperative, to know how to deal with conflict is essential, and understanding how to help a person like Seung Hui Cho could help save many lives in the future.
A Comparison of Learning Cultures in Different Sizes and Types
Author: Brown, Paula D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Leadership,School Culture,High Schools,School Size,Small Schools,Institutional Characteristics,Leadership Styles,Statistical Analysis,Secondary School Teachers,Teacher Attitudes

This study compared relevant data and information about leadership and learning cultures in different sizes and types of high schools. Research was conducted using a quantitative design with a qualitative element. Quantitative data were gathered using a researcher-created survey. Independent sample t-tests were conducted to analyze the means of school size factors and learning structures. According to responses from teachers, statistically significant differences existed between small school size compared to shared and supportive leadership and collaborative culture. A one-way ANOVA (analysis of variance) was run to compare means of sub-scales shared and supportive leadership, collaborative culture, collective learning and application and shared values and vision. Implications for practice were suggested based upon literature and data. (Contains 4 tables and 1 figure.)
Development of Active Learning with Simulations and Games
Author: Zapalska, Alina
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Games,Active Learning,Educational Technology,Instructional Design,Computer Simulation,Computer Uses in Education,Guidelines,Teacher Developed Materials,Material Development,Design Requirements,Business,Economics,Teaching Methods

Educational games and simulations are excellent active learning tools that offer students hands-on experience. Little research is available on developing games and simulations and how teachers can be assisted in making their own games and simulations. In this context, the paper presents a multi-step process of how to develop games and simulations in the areas of business, finance and economics. This model for creating games and simulations can be successfully integrated into the process of developing efficient tools that create positive learning outcomes.
Ethical and Social Values in Business Administration and Management Studies
Author: Ruiz-Lozano, Mercedes
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Behavior,Business Administration,Social Change,Factor Analysis,Social Values,Moral Values,Ethics,Learning Processes,Student Attitudes,Student Surveys,Decision Making,Universities,College Students

The objective of this research was to analyze the impact of the learning process in business administration and management of students' values, through the application of factor analysis to the information obtained in a survey consisting of students in the first and fifth year of studies. The study derived the following conclusions: First, students bring a value-oriented education that is consolidated and strengthened during their studies; and Second, the set of values that are identified could be classified as moral values and action-oriented values related to decision-making. The results of this research work will help to review the competencies as defined in degrees and different courses, as well as establish better mechanisms, so that the university can become an instrument of social transformation. (Contains 8 tables and 4 footnotes.)
A Standardized System of Training Intensity Guidelines for the Sports of Track and Field and  Cross Country
Author: Belcher, Christopher P.
Date: 2012-05-29
Type: Reports - Evaluative
Subjects: Physical Education,Guidelines,Track and Field,Exercise Physiology,Athletic Coaches

Accurate quantification of training intensity is an essential component of a training program (Rowbottom, 2000). A training program designed to optimize athlete performance abilities cannot be practically planned or implemented without a valid and reliable indication of training intensity and its effect on the physiological mechanisms of the human body (Olbrecht, 2001; Rowbottom, 2000). Additionally, for sport coaches to make evidence-based changes in the training process, or assess an athlete's physiologic response to a training prescription, valid and reliable measures of training intensity must be used (Olbrecht, 2001; Rowbottom, 2000). This study developed and field tested a standardized system of training intensity guidelines for the sports of track and field/cross-country, modeled after the standardized system of training intensity guidelines developed, adopted, and in use by U.S.A. Swimming; and explored track and field and cross-country coaches' receptivity to, and perceived utility of, the guidelines developed. This paper: (a) reviews the training intensity guidelines developed, inclusive of the associated physiologic metrics validated in the study; (b) describes a seasonal application of the guidelines; and (c) concludes with supporting commentary from the teacher/coaches interviewed in the study; all of whom uniformly confirmed the utility and applicability of the guidelines. (Contains 1 figure and 1 table.)
Dilemma in Teaching Mathematics
Author: Md Kamaruddin, Nafisah Kamariah
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Logical Thinking,Teaching Methods,Student Motivation,Problems

The challenge in mathematics education is finding the best way to teach mathematics. When students learn the reasoning and proving in mathematics, they will be proficient in mathematics. Students must know mathematics before they can apply it. Symbolism and logic is the key to both the learning of mathematics and its effective application to problem situations. Above all, the use of appropriate language is the key to making mathematics intelligible. In a very real sense, mathematics is a language. Proficiency in this language can be acquired only by long and carefully supervised experience in using it in situations involving argument and proof. Mathematics is essentially a structured hierarchy of proposition forged by logic on a postulation base. However, nowadays, the teaching of mathematics is more on focusing the mathematical procedures. Students learn variety of problem-solving in mathematics and then on its application. In addition, the teaching of mathematics is moving towards the use of mathematics in the real world. This method is said to motivate students to learn mathematics and enable them to transfer this knowledge in their daily live and future career. There are beliefs that due to the current over-emphasis on problem-solving and applications, students who enjoy working the problems in high school math, and hence decide that they like mathematics and want to major in it, find that the nature of the subject changes abruptly when they encounter the proof courses. They are bewildered and dismayed. Their previous problem-solving courses did not prepare them for this abrupt changed. Is argument and proof in the applications-problem centered domain of school mathematics being postponed, suppressed and downgraded? Are we sacrificing the essence of mathematics in order to motivate students to learn and appreciate mathematics? In this paper, the authors will discuss on this issue.
Examination of Mathematics Intended Curriculum in China from an International Perspective
Author: Wang, Yehui
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Curriculum Development,Elementary School Mathematics,National Curriculum,Content Analysis,Curriculum Guides

This study aimed to examine and track the transformations in the mathematics intended curriculum during the latest reform in China from a neutral and objective perspective. Following the document analysis used in TIMSS (the Third International Mathematics and Science Study), the results indicated that a more modern system of mathematics knowledge had been constructed after the reform and the curriculum standard emphasized more on its facilitating role. Compared to TIMSS top-achieving countries and regions, it found that the pattern of topics in curriculum guide in China exhibited a similar coherent pattern to those high achieving countries but more concentrated. Moreover, the decentralization in the curriculum standard was unable to figure out the pattern of topics on the intended curriculum level. Lastly, the influence of decentralization in the curriculum standard was discussed. (Contains 2 tables and 2 figures.)
Why Access Matters: The Community College Student Body. AACC Policy Brief 2012-01PBL
Author: Mullin, Christopher M.
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment Rate,Educational Attainment,Access to Education,Educational Opportunities,Social Influences,School Choice,Educational Policy,College Students,Student Characteristics,Student Needs,Needs Assessment

While enrollments continue to increase, there is the concern, among some, that a focus on completion has the potential to influence just who is allowed to take advantage of educational opportunities. In policy conversations, especially those concerned with policies related to access and choice, there is a silent movement to redirect educational opportunity to "deserving" students. This brief highlights some actions that can be taken to ensure that access is not deteriorated. (Contains 2 tables, 4 figures and 3 footnotes.)
Courses to Employment: Partnering to Create Paths to Education and Careers
Author: Conway, Maureen
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Labor Market,Teaching Methods,Adult Students,Partnerships in Education,Outcomes of Education,Education Work Relationship,Two Year College Students,Low Income Groups,Institutional Role,School Responsibility,Curriculum Design,Employment,Success,Student Needs,Institutional Characteristics,Educational Finance

This publication summarizes research from AspenWSI's Courses to Employment project, which studied how six community college-nonprofit partnerships work together to help low-income adults succeed in the classroom and the labor market. The report provides an overview of the approach and strategies these partnerships use, how these partnerships are structured in terms of institutional roles and responsibilities, what factors influence how these partnerships are structured, and describes the education and employment outcomes participating students achieved during the Courses to Employment project. This publication is geared towards policymakers and investors who are interested in supporting models that increase the success rates of adults in community college and to workforce development leaders who are interested in building or sustaining collaborative efforts to support workers in their labor markets as well as learning about innovative approaches to curricula, training and instruction, employer engagement strategies, and support services. This in-depth look at Courses to Employment (C2E) strategies will be useful to those already engaged in this work as well as to newcomers to this field of practice. (Contains 8 footnotes.)