ethanporcaro/eric-fulltext-meta huggingface dataset:
Gone Far : A Journey of a Thousand Miles with Achak
Author: Curran-Hackett, Mary
Date: 2008-00-00
Type: Journal Articles
Subjects: Reading Interests,Reading Instruction,College English,Teaching Methods,Didacticism,Reading Material Selection,Literature Appreciation,Literary Criticism,Fiction

This article discusses how Mary Curran-Hackett, an adjunct faculty member at the University of Cincinnati in the English Literature and Composition and Rhetoric Departments, was determined to hook her students on reading. She wanted to find a topic on which every single student would undoubtedly have an opinion, and if not a preconceived notion, at least an iota of the impact of such a topic. She chose the topic of war, and placed &quot;What is the What: The Autobiography of Valentino Achak Deng,&quot; the now-controversial true story that is called fiction, on the syllabus. Although a seemingly straightforward survival and redemption tale of a young, innocent &quot;Lost Boy&quot; trapped in the Sudanese civil war, it revealed itself as truly the great American novel, and it served as a launching pad for numerous topics in the college classroom.
Harmonizing the Writing Process with Music Training Techniques
Author: Riecken, Nancy
Date: 2009-00-00
Type: Journal Articles
Subjects: Writing Processes,Teaching Methods,Music Education,Writing Instruction,English Instruction,Role,Music,Thinking Skills,Collaborative Writing,Listening

Can music help students become better thinkers and writers? Over the past three years, the author has incorporated some basic music training techniques in her classrooms to help her teach the writing process to students who would otherwise click her off. The students have developed clearer thinking and organizational skills, and have increased their collaborative and communication abilities as a result. This article briefly overviews basic research on the effects of music listening, the role of music education in communication processes and participation in music activities, and offers practical advice for incorporating musical training exercises in the English composition classroom.
Role of Teacher as Classroom Manager
Author: Gujjar, Aijaz Ahmed
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Role,Classroom Techniques,Secondary School Teachers,Teacher Competencies,Efficiency,Teacher Effectiveness,Time Management,Behavior Problems,Student Behavior,Teacher Student Relationship,Secondary School Students,Questionnaires,Teacher Attitudes,Foreign Countries

Proper classroom management and discipline ensure the success of learning process. Classroom management is the linchpin that makes teaching and learning achievable in the teaching learning process. It is the teacher who plays the main role in planning, organizing procedures and resources, arranging the environment to maximize efficiency, monitoring students' progress, anticipating potential problems. In order to maintain the effective management in the classroom, teacher has to be precise and clear in directions to the students, as well he communicates well. The purpose of this study was to investigate the competencies of secondary school teachers in classroom management and find strength and weaknesses in the competencies of secondary school teachers in classroom management. Thirteen aspects of classroom management were taken and one statement was asked on each aspect and it was found that secondary school teachers are mostly good in ten aspects and not good in three aspects only.
Will Dyscalculics Be Benefitted by Dint of Visual Learning?
Author: Kumar, S. Praveen
Date: 2009-00-00
Type: Journal Articles
Subjects: Visual Learning,Teaching Methods,Learning Disabilities,Computation,Numbers,Problem Solving,Cognitive Style,Visual Aids,Instructional Materials,Learning Processes,Visualization,Educational Technology,Mathematical Concepts,Mathematics Instruction,Learning Strategies

Not all children are made the same. Learning disabilities like dyslexia, dysgraphia or dyscalculia are either not understood or ignored in schools. As a result, the schoolchildren suffer for no fault of theirs and they lag behind in their course of learning. They may find it difficult to achieve the basic skills of learning such as reading, writing, reasoning or doing arithmetic calculations. Dyscalculia, a learning disorder in which a student faces severe difficulties in mathematical computations, includes all types of difficulties in learning mathematics ranging from inability in understanding numbers to inability in applying mathematical principles to solve problems. Since understanding and working with numbers require mental skills, children who have trouble in visualizing concepts struggle with computation. A number of learning styles can be incorporated for the dyscalculic children who face severe problems. Visual learning is a learning style which involves learning through seeing things. It involves the use of charts, graphs, pictures, diagrams, videos, transparencies, flipcharts, hand-outs etc in the learning process. Activities in practical Mathematics help students immensely in visualization. Innovative use of technology may help dyscalculic learners to overcome their disability to a large extent. Technology can greatly aid the process of mathematical exploration and clever use of such technology can help engage such students with learning disorders. As mathematics learning requires visual patterns to fully grasp the number concepts or computations, it is very essential for the schools to adopt visual learning strategies to meet the needs of dyscalculic learners.
Emotional Intelligence of In-Service and Pre-Service Trainee Teachers: A Comparative Study
Author: Singh, Gaurav
Date: 2009-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Comparative Education,Inservice Teacher Education,Preservice Teacher Education,Emotional Intelligence,Trainees,Intermode Differences,Intelligence Tests,Distance Education,Conventional Instruction,Teacher Competency Testing,Training Methods,Foreign Countries

A teacher is more near to students than any other during his school days. Students want to share each and every thing related to educational as well as personal matters with him. It reflects that a teacher has strong emotional bondage with students. In the light of above discussion researcher decided to carry out a research on trainee teachers to analyze their emotional intelligence in relation to their mode of training i.e. Pre-service training programme (B.Ed. Regular) and Inservice training programme (B.Ed. Distance mode). Research has been carried out on 182 trainee teachers (divided into two groups i.e. Pre-service training programme (B.Ed. Regular) and In-service training programme (B.Ed. Distance mode), using Emotional Intelligence Scale (EIS) by Anukool Hyde, Sanjyot Pathe and Upinder Dhar (2002). Mean, Standard deviation and &quot;t&quot;-test are used to analyze the data. The research has indicated that emotional intelligence of trainee teachers differs significantly in relation to their mode of training. It also has been observed that on the aspects like Self awareness, Emotional Stability, Managing Relation, Integrity, Self- development, Empathy and Value Orientation, trainee teachers of in-service course (B.Ed. Distance) are much better, whereas on the aspects like Self-motivation, Commitment and Altruistic behavior, the trainee teachers of pre-service course (B.Ed. Regular) are significantly better than trainee teachers in distance programme.
What Does Neuroscience and Cognitive Psychology Tell Us about Multiple Intelligence
Author: Bauer, Richard H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Neurosciences,Cognitive Psychology,Brain Hemisphere Functions,Neuropsychology,Meta Analysis,Literature Reviews,Comparative Analysis,Intelligence Differences,Academic Ability,Interpersonal Competence

Studies that have used noninvasive brain imaging techniques to record neocortical activity while individuals were performing cognitive intelligence tests (traditional intelligence) and social intelligence tests were reviewed. In cognitive intelligence tests 16 neocortical areas were active, whereas in social intelligence 10 areas were active. These results suggest that, at least for tasks reviewed in the present study, more neocortical activity was required for performance of cognitive intelligence tests than social intelligence tests. There was considerable overlap in the areas which were activated in cognitive and social intelligence, suggesting that both types of intelligence may rely on neural processing in similar cortical areas. Processes which may be comparable in cognitive and social intelligence include short-term memory, long-term memory, response inhibition, sustained attention, and perceptual speed and accuracy. Implications of the findings were considered in terms of validation of multiple intelligence and future directions in education.
Impact of Metacognitive Practices and Assorted Assessment Modalities towards Creating Self-Regulated Learners
Author: Nair N., Sreevrinda
Date: 2014-00-00
Type: Journal Articles
Subjects: Metacognition,Thinking Skills,Secondary School Students,Problem Solving,Academic Achievement,Self Evaluation (Individuals),Foreign Countries

Worldwide efforts are increasing to infuse thinking skills into the curriculum, which are part of cognitive behavior, and to include them in the instructional strategies, which will make the learner producer of knowledge and help to create a sense of responsibility among them. Metacognitive learning activities immerse students in challenging tasks and it creates a space for students to discuss, debate new ideas and allows them to introspect, assess and set targets for learning. The objectives of the study is aimed at implementing metacognitive practice, namely problem solving towards constructing a culture of thinking in classrooms and to capacitate the students to practice self-assessment modalities through the creation of a strategy evaluation proforma on the select classroom practice. 45 Secondary school students from three schools belonging to three districts of Kerala namely Pathanamthitta, Alappuzha and Kottayam were selected for the study. The data was collected through a Strategy Evaluation Proforma. The study reveals that highly participative and interactive instructional climate inculcated in the problem-solving practice allowed the students to strengthen their motivation towards becoming better problem solvers. The study also reveals that this type of assessment technique will enhance creative thoughts of students as well as promote their thinking capabilities in a worthy manner. Such type of enriched environment helps the students to flourish in the learning process and engage their brain with intriguing and inviting intellectual challenges.
An In-Depth Qualitative and Quantitative Analysis to Determine the Factors That Affect the Existence of African American Women Superintendents in the North Carolina K-12 Public School System
Author: Osler, James E.
Date: 2014-00-00
Type: Journal Articles
Subjects: African Americans,Females,Women Administrators,Superintendents,Racial Factors,Gender Differences,Values,Attitudes,Power Structure,Success,Qualitative Research,Observation,Focus Groups,Interviews,Critical Theory,Race,Social Theories,African American History,Statistical Analysis

The purpose of this study is to study how race, gender, values, attitudes and power perceptions of leaders contribute to the recruitment, retention, and training of African American female superintendents. This study is focused on African American female superintendents and their experiences that led to the acquisition of the position. The overarching question in this study is: how do race, gender, values, attitudes and power perceptions influence the success of African American female superintendents? The data collection tools for this qualitative study include observations, focus group with African American women from the same state who are in the Education field but not superintendents, and interviews with current and former African American female superintendents and those who report directly to them. Through the lenses of critical race and social power theories, the researcher seeks to identify commonalities amongst the experiences of the participants to extract key elements that affect their success. With these key elements to success identified, they can be incorporated into the journeys of future leaders and increase the number of African American females who can successfully attain this position of power in the Southern State in this study. The implications of this study show that there is a need for a change in the way and timing of the way African American women are trained to lead.
Ergonomic Based Design and Survey of Elementary School Furniture
Author: Maheshwar
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary Schools,Human Factors Engineering,Furniture,Production Techniques,Costs,Design,Questionnaires,Usability,Student Needs,Human Body,Satisfaction,Foreign Countries

This paper presents the ergonomic aspects in designing and prototyping of desks cum chairs used in elementary schools. The procedures adopted for the assessment included: the study of existing school furniture, design analysis and development of prototypes. The design approach proposed a series of adjustable desks and chairs developed in terms of ergonomic concepts. In the development stage, the production cost, ease of management, installation and storage were the important factors undertaken. A questionnaire based subjective comfort evaluation survey was carried out on the developed prototypes and the results showed good response and satisfaction levels up to an overall 94%. The details on the ergonomically designed prototype, its development process and customer satisfaction survey have been elaborated in this paper.
No Grammar Lessons for Grown-Ups: New Pedagogies for Developmental and Adult Education Writers
Author: Forell, K. Leigh Hamm
Date: 2005-00-00
Type: Journal Articles
Subjects: Adult Education,Developmental Studies Programs,Grammar,Teaching Methods,Literacy Education,Student Needs,Social Influences,Cultural Influences,Skill Development

Although Language and Literacy research has become an impetus for change in the K-12 arena, Developmental and Adult Education practices have evolved little as a result of such inquiries. Driving instruction away from rote practice of discreet skills, educators have the opportunity to depart from deficit models of education and open up the classroom to the social, cultural, and political contexts in which students best develop their literacy skills. Such a move allows adult students to manipulate and author their experiences while continuing to shape and strengthen their identity, building confidence. As Developmental Education Programs continue to increase in size across the nation, it is time to pay attention to how we as educators can best accommodate students' needs.
A Study of the Note-Taking Skills of First-Year Community College Students
Author: Schierloh, Jane
Date: 2005-00-00
Type: Journal Articles
Subjects: Two Year College Students,College Freshmen,Notetaking,Participant Observation,Student Behavior,Skill Development

The author, a student adviser in a Student Support Services (TRIO) program, took an introductory psychology course in order to study students' note-taking behaviors. The most important finding was that students copied the terminology the instructor wrote on the board, but failed to take notes on the examples he used to clarify the terms. Consequently, they were unprepared for the multiple-choice tests which required students to link terms with examples. She then experimented with a new way to share the findings of this study with the students she advises.
The University College: Responding to the Needs of Adult Learners
Author: Lewis, Jerry J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Adult Learning,Developmental Studies Programs,College Role,Student Needs,Nontraditional Students,Access to Education

Colleges and universities are being challenged to meet the diverse needs of the increasing numbers of adult learners enrolling in developmental education courses. Some administrators have responded to this challenge with administrative units called University Colleges. These units are infrequently discussed in the literature. This article briefly describes services that University Colleges provide to meet the needs of these learners.
Using Student Engagement and Goal Setting to Achieve a Winning Classroom
Author: Tannen, Sandra
Date: 2007-00-00
Type: Journal Articles
Subjects: Learner Engagement,Goal Orientation,College Students,Caring,College Faculty,Developmental Studies Programs,Teacher Role,Accountability,Classroom Techniques,Teaching Methods,Learning Activities

According to a study of 944 two- and four-year colleges, &quot;caring attitude of faculty and staff&quot; was listed as the most important factor for retaining students (Roueche, 1993). This article will explain how one teacher demonstrates genuine concern for students while demanding high standards of excellence and student accountability. This is often a balancing act which, when implemented effectively, will most certainly reap rewards. These methods are simple, easy to use, and do not require a lot of advance planning.
Faculty and Librarian Cooperation in Designing Course Projects for At-Risk Freshmen
Author: De Jong, Mark
Date: 2005-00-00
Type: Journal Articles
Subjects: Librarian Teacher Cooperation,College Faculty,At Risk Students,College Freshmen,Teaching Methods,Critical Thinking,Thinking Skills,Teamwork,Librarians,Cooperative Planning,Student Projects,Coaching (Performance)

The relevant literature reveals a concerted effort by academics to adjust their thinking regarding teaching methodologies, the need for students to acquire critical thinking skills, and the desire to nurture undergraduate success. Interdisciplinary or team teaching is often cited as a progressive model, as are learning communities and the integration of higher level thinking skills into classes and curricula. However, librarians are rarely asked to participate in designing assignments, classes or general education goals. As information literacy becomes an increasingly important component of campus objectives, librarians should be called upon more often to contribute to their institution's priorities. This paper addresses one successful method of infusing the needs of the instructor, the student, and the campus by integrating the expertise of the &quot;teaching&quot; librarian.
Learning Styles of the Developmental or the Learning Disabled?
Author: Poindexter, Starletta Barber
Date: 2005-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Learning Disabilities,Cognitive Style,Teaching Styles,Student Needs,Remedial Instruction,College Preparation

I have long believed that many of the students in my developmental/remedial/pre-college courses who have been labeled as &quot; developmental,&quot; actually are students who, unknowingly, have learning disabilities. These students have failed to learn simply because they have different learning styles than &quot;the norm.&quot; It is extremely important for educators to be able to adjust their teaching styles in order to maximize the learning potential of students who are being left behind. In this article, I suggest some of the tools teachers can use to assist these students who have &quot; fallen through the cracks.&quot;
Improving Placement and Retention Rates with the Use of Mathematics Review Courses
Author: Coe, William W.
Date: 2006-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Remedial Mathematics,Student Placement,Algebra,Review (Reexamination),Academic Persistence,Program Effectiveness,College Students

Anyone who has ever taught developmental mathematics knows there is a problem in course placement. Some students test well and place clearly above their level, while other students place below their real capability because they either have been away from math for a number of years, or did not prepare for the assessment test. In either case, they end up wasting their time and money. Montgomery College offers two review courses that cover the developmental math sequence of Prealgebra, Elementary Algebra, and Intermediate Algebra. These review courses have proven to do a more accurate job of placement. In addition to helping the placement effort, we have found that the retention rate has dramatically improved.
Selecting Interventions That Succeed: Navigating through Retention Literature
Author: Arendale, David
Date: 2005-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Academic Persistence,Enrollment Management,Intervention,Dropout Prevention,Program Evaluation,Success,Evaluation Methods,Educational Research,Program Effectiveness

Many developmental educators have been assigned increased responsibilities for campus-wide enrollment management activities. A new system is needed for educators to more accurately sort through the rapidly growing database of information related to student retention. This will enable the reader to more quickly identify promising practices for further investigation. This article provides a scale to evaluate the likelihood of success among potential programs and identify them for further research. Scrutiny of potential retention programs must be increased by asking more questions early in the investigation process regarding: essential components of a program, research evaluation studies, barriers to successful implementation, and the availability of technical assistance to enable other institutions to successfully adapt and adopt the student retention practice.
The Effects of Developmental Mathematics on Student Performance at an Open Admissions University
Author: Efird, Carole
Date: 2005-00-00
Type: Journal Articles
Subjects: College Readiness,Developmental Studies Programs,Remedial Mathematics,College Mathematics,Grades (Scholastic),College Freshmen,Statistical Analysis,Nonparametric Statistics,Algebra,Mathematics Achievement,Academic Persistence,Graduation Rate

NCES (1996) reported that almost one-third of all students entering colleges and universities are unprepared for college coursework and therefore required to enroll in developmental courses. This study focused on developmental and regular mathematics courses at the University of Arkansas at Monticello. Using final mathematics grades from the freshman cohort of 1994, the Mann-Whitney U-test was run to compare final grades in college-level mathematics courses between the students who were first enrolled in developmental mathematics and students who were not. The chi-square test was used to determine whether any difference existed in retention and graduation rates between students who completed their developmental mathematics courses in one year and students who did not. The study showed that there was no statistically significant difference in final grades in college level mathematics courses between students who took developmental mathematics courses upon arrival to campus and students who did not. However, a difference was detected in retention and graduation rates between students who finished their developmental mathematics courses in one year and students who did not.