ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivating Factors Associated with Adult Participation in Distance Learning Program
Author: Bin Abdullah, Muhammad Madi
Date: 2008-11-00
Type: Journal Articles
Subjects: Distance Education,Adult Students,Student Participation,Performance Factors,Masters Programs,Adult Education,Achievement Need,Active Learning,Learning Theories,Educational Opportunities,Student Educational Objectives,Foreign Countries

Gaining and understanding of the motivation which drives adults to commit to, and complete, higher education through distance learning is an important requirement for the design and the delivery of adult programs for educational institutions in Malaysia and abroad. Through an in-depth empirical examination, this paper provides the insight of one individual and his commitment to, and motivation to complete a Masters program through distance learning. The paper supports the empirical findings with a theoretical overview, discussing contemporary research in the field of adult education. Various factors that relate to adult participation in distance learning program are discussed in this paper.
Looking at Racial Segregation: An Exploratory Case Study of a Predominately Somali Charter School
Author: Courtney, Robert H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Charter Schools,Second Language Learning,English Language Learners,Immigrants,Freedom,Responsibility,Productivity,Low Income Groups,Institutional Characteristics,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 5,Grade 4,Grade 6,Grade 7,Grade 8,Educational Quality,Racial Segregation,Racial Bias,Cultural Influences,Access to Education,Scores,State Standards,Student Behavior,Behavior Problems,Regression (Statistics),Standardized Tests,School Effectiveness,Academic Achievement,Semi Structured Interviews

In 2005, a group of concerned parents who had arrived in the United States as refugees from war-torn Somalia received approval from their local school district to establish the Iftin Charter School (ICS). The K-8 school continues to engender hope and intellectual strength in its students and parents. ICS finds itself uniquely equipped to meet the needs of newcomers to the United States because the community facilitates the transition of immigrants into American society. The school emphasizes English language acquisition and the cultural values of freedom, responsibility, and productivity; the founders are dedicated to the academic and social success of children in the school. If, in fact, ICS is successful in educating a population of low social-economic status English language learners, it is vital to identify the characteristics and practices of this school that have led to its success. In doing so, other schools that have large numbers of Somali students may want to utilize the same practices and strategies with their students. This study examined data from the California Department of Education Dataquest website, including Academic Performance Index, Adequate Yearly Performance, California English Language Development Test (CELDT), and California Standards Test Scores (STAR). Twelve randomly-selected subjects were interviewed using a semi-structured interview process. According to the data from state sources, students at ICS showed increasingly high achievement and few behavioral problems. Although some educators would fault the school for having disproportionately high numbers of a single ethnic community, this school is serving the needs of a refugee population and showing important success.
Coaching, Not Correcting: An Alternative Model for Minority Students
Author: Dresser, Rocío
Date: 2014-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Feedback (Response),Error Correction,English Instruction,Grammar,Oral Language,Minority Group Students,Teaching Methods,Models,Emotional Development,Social Development,Relevance (Education),Classroom Environment,Self Management,Self Concept,Student Responsibility,Decision Making,Interpersonal Competence,Active Learning,Reading Strategies

The debate on the role of oral corrective feedback or &quot;repair&quot; in English instruction settings has been going on for over 30 years. Some educators believe that oral grammar correction is effective because they have noticed that students who learned a set of grammar rules were more likely to use them in real life communication (Krashen, 1985; Ming-chu &amp; Hungchun, 2009). Other researchers found quite the opposite. Their findings revealed that oral grammar correction did not always help students learn to speak grammatically (Truscott, 1996, 1999; Krashen, 1982); instead, grammar correction interfered with meaning making. Some of the students who are often negatively affected by corrective feedback are minority students. African American vernacular English and Chicano English are often referred to as &quot;broken&quot; Englishes or &quot;improper&quot; talk. Asato (2006) noted that such ideologies of intelligence concerning non-standard English varieties have serious consequences for the speakers, particularly for children in schools. Minority children experience many difficulties in school that can be re-framed as the results of cultural and linguistic &quot;mismatchs&quot; between the school and home (Banks, 2001). This raises the question of whether or not to classify the the forms of English that linguistic minority children speak as distinctly separate languages? Or are they dialects of English? Just what is a language? The problems of defining these non standard varieties impede the creation of strong policy agendas. Rather than abandoning reading aloud and oral practices altogether, these authors offer an alternative instructional coaching model. In this coaching instructional model, the orientation of feedback is supportive, timely, nonjudgmental, and aimed at learning. In this model form-teaching and meaning-focus instruction are not dichotomous. In this coaching model grammar is taught in meaningful and communicative way. In this article the authors define content learning as the opportunities students have to learn language and content-related material. In contrast, social-emotional learning (SEL) deals with the process by which we learn to recognize our emotions, make good decisions, and develop positive relationships (Elias, et al, 1997). There are five main SEL competencies. These can be found on the Collaborative for Academic and Social-Emotional Learning (CASEL) website and they are as follows: (1) Self-management; (2) Self-awareness; (3) Responsible decision-making; (4) Relationship skills; and (5) Social awareness.
The Probe on the Children's English Acquisition
Author: Sui, Changfu
Date: 2008-08-00
Type: Journal Articles
Subjects: Language Acquisition,English Language Learners,English (Second Language),English Instruction,Trend Analysis,Children,Native Language,Visual Impairments,Auditory Perception,Psychological Characteristics,Chinese,Foreign Countries,Teaching Methods

English has become the medium for communication in so many areas, and children are the hope of the future and shoulder the duties to structure the future. Children's English becomes more important and spreads all over the world, especially in recent years. The children's English is not perfect and it exists its own disadvantages, so this paper gives four Optimizations and suggestions in teaching children's English in order to solve the problem. Then it lists several relations to the children's English study, and these four relations are very important because they are the keys to lead the children's English to a healthy and developing road. And in the next chapter, it talks about the trends of the children's English in the future and lists the reasons why these kinds of trends appear. At last, overlook the whole paper and give a conclusion, which show that the children's English has a great potentiality in the future in China.
The Effect of Changes and Innovation on Educational Improvement
Author: Shen, Yanxia
Date: 2008-08-00
Type: Journal Articles
Subjects: Educational Improvement,Educational Change,Barriers,School Culture,Educational Practices,Educational Innovation,Educational Development,Faculty Development,Educational Policy,Case Studies,Foreign Countries,Elementary Secondary Education,High Schools,Secondary School Teachers

All organizations require constant change and innovation for improvement. Educational changes are often perceived as being so problematic, that is, it is not the nature of the change itself but the nature of the knowledge, skills and attitudes of those involved and the way that these are expressed in action. Educational reforms involve many aspects like human resources, teaching method, finance and lost potential. Change and innovation is a hard and long-term process. Any progress in history is the result of change and innovation.
Research on the Costs of Running Compulsory Education Standards: Comparison of Compulsory Education Internationally
Author: Jin, Yongli
Date: 2008-08-00
Type: Journal Articles
Subjects: Compulsory Education,Academic Standards,Program Costs,Comparative Education,Comparative Analysis,Case Records,Educational Development,Educational Change,Educational History,Educational Practices,Change Strategies,Economic Status,Predictor Variables,Elementary Secondary Education,Foreign Countries

Compulsory education is the fundamental education for citizens and is the source of state power, which radically determines thought level, political awareness, cultural sense and production ability of the entire nation. Therefore, to popularize compulsory education is the root of a country. This paper explains the meanings of compulsory education, compares domestic compulsory education with those abroad, reviews and illustrates the past and present conditions of China's compulsory education, and puts forward development direction of China's compulsory education.
Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students' Learning Outcomes
Author: Mohayidin, Mohd Ghazali
Date: 2008-11-00
Type: Journal Articles
Subjects: Foreign Countries,Outcome Based Education,Academic Achievement,Program Implementation,Program Effectiveness,Program Evaluation,Postsecondary Education,Teaching Methods,Cognitive Development,Affective Objectives,Psychomotor Objectives,Outcome Measures,Educational Assessment,Educational Indicators,Educational Change,Educational Practices,College Faculty

The move towards applying outcome-based education in teaching and learning at tertiary education level has become an important topic in Malaysia. Apart from the three learning domains; namely, cognitive, psychomotor and affective, the Ministry of Higher Education has determined eight learning outcomes which are important in providing wholesome quality education to students. Universiti Putra Malaysia has conducted a study to determine the extent to which these learning outcomes have been achieved. The result shows the overall perceived achievements were as follows: cognitive domain was at level four, psychomotor domain at level four and affective domain at level three. The Ministry's set of learning outcomes revealed the following results: The highest score went to providing KNOWLEDGE to students, while the least achievable learning outcome was MANAGERIAL AND ENTREPRENEURIAL SKILLS. The results infer that soft-skills among students were lacking and this problem needs to be addressed quickly and effectively.
Principals Projections on the Malaysian Secondary School Future Curriculum
Author: Siraj, Saedah
Date: 2008-11-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Secondary Education,Curriculum Development,Futures (of Society),Educational Planning,Course Content,Delphi Technique,Likert Scales,Data Analysis,Interviews,Qualitative Research,Statistical Analysis,Questionnaires

Study on future is involving a time-span to observe future alternatives as well as to identify the greatest events that are mostly like to occur in future while to assist the policy-makers and curriculum-designers to make decision. Longstreet and Shane (1993) however, emphasized that future planning does not mean to change what currently we already possessed instead of focusing on future-probabilities and the obtained-impacts in better future developments. The first basis, according to Saedah Siraj (2008a), is: future is a changing phenomenon compared to present day. The second, human creates something today and in future with what is planned, future-planning is arranged based on values and belief and the future begins from the present moment. Meanwhile, curriculum, or as clarify by Saedah Siraj (2001), is planning or designing education program. In this regards, the principals' projections on the types of future curriculums and curriculum contents at secondary schools in Malaysia would be the central discussion of this article. This study including earlier studies of Saedah Siraj and Mohd Paris Saleh (2003) and Saedah Siraj and Faridah Abdullah (2005) involved future planning/designing education program or as affirms by Saedah Siraj (2008a) is Future Curriculum. In general, the study goal is an attempt to attain consensus of the principals' projections on the types of future curriculums and curriculum contents at secondary schools in Malaysia where the study findings will also be discussed.
Reform and Development of Educational Administration System in China
Author: Li, Qiang
Date: 2008-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Administration,Educational Development,Educational Change,Systems Approach,Program Descriptions,Program Development,Systems Analysis,Institutional Characteristics,Barriers,Change Strategies,Community Involvement,Educational Legislation,Accountability

The paper mainly introduces the development of the educational administration agency in China, including the evolution of the educational administration agency, the Course of instituting legal system of education in China, the missions of the now Minister of Education, questions emerged in the development of the educational administration system, and measures taken to reform the educational administration system. By the description of the development of the educational administration system from Oct. 1949 to 1998, the questions of the educational administration system are pointed out and measures taken to resolve those questions are brought forward, as follow: to reconstruct the educational administration functions, to provide the opportunity for the citizens to participate in educational management, and to improve the legal system for education needs to strengthen the supervision and evaluation of education.
Do Class and School Size Matter? A Crucial Issue to School Improvement
Author: Cornelius, Elizabeth
Date: 2008-11-00
Type: Journal Articles
Subjects: Class Size,School Size,Educational Improvement,Teacher Student Ratio,Educational Resources,Resource Materials,Scores,Minority Group Students,Extracurricular Activities,Attitudes,School Security,House Plan,Educational Benefits

Students in a first year Master's degree seminar were asked to find the answer to the question &quot;Do Class and School Size Matter as A Crucial Issue to School Improvement?&quot; The paper the students wrote is based on a review of the literature. The students determined that the question had several issues to be addressed before they could answer the question. The issues researched were: Student to Teacher Ratio, Resource Availability, Test Scores, Minority students, Extracurricular Activities, Attitude, and Security. The research then led them to make a discussion of Class size, Schools within Schools, Small Schools, and Small is not Better.
Confronting Asian Concerns in Engaging Learners to Online Education
Author: Subramaniam, Ganakumaran
Date: 2008-11-00
Type: Journal Articles
Subjects: Cultural Influences,Asian Culture,Social Influences,Barriers,Online Courses,Educational Technology,Technology Uses in Education,Foreign Countries,Learner Engagement,Student Characteristics,Electronic Learning,Cognitive Style,Undergraduate Students,Questionnaires,Statistical Analysis,Gender Differences,Cultural Differences,Computer Literacy,Student Motivation,Notetaking,Self Evaluation (Individuals)

Researchers have theorized that cultural emphasis on education plays a major role in explaining Asian students' achievement. While Asian parents often view education as the main vehicle for upward social mobility, the social and cultural make-up of Asian societies and the context within which education is conducted in Asia often clash with the modern approaches and methodologies adopted into Asian classrooms. Contemporary approaches to education especially in relation to autonomous, learner-centred and online philosophies though theoretically supported and statistically proven successful in the west have been slow to capture Asian learners' interest and engagement. This paper discusses some of the reasons for the problems and challenges that need to be confronted prior to the introduction and effective implementation of autonomous online learning programmes. It further describes an attempt at confronting the above issues through a research project conducted by group of academics from the National University of Malaysia. The paper concludes by featuring some of the principles and strategies employed in the online programme developed for the research and the implication of their use on learner engagement to online autonomous learning programmes.
Problems and Solutions Related to College Students' Belief
Author: Zhang, Jinming
Date: 2008-08-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Beliefs,Time Management,Higher Education,Social Environment,Curriculum Development,Ethics

With China staying in its social transition period, its changes in economy, politics and culture have influenced college students' thought to a large extent. Currently, in spite of the healthy and upward mainstream thought among college students, there are also some problems. This article elaborates on the problems and manifestations in college students' belief in different stages of college life, analyzes the causes and explores some solutions to them.
A Case Study of New Teachers' Role Identity in China
Author: Dong, Xuan
Date: 2008-11-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Teacher Role,Professional Identity,Observation,Interviews,Questionnaires,Beginning Teachers,Educational Practices,Elementary School Teachers,Educational Responsibility,Social Responsibility

In the context of social expectation and identification, it is worthy of studying the construction of new teacher's role identity. As a case study, this paper adopted the methods of observation, interview, and open-ended questionnaire to examine a new teacher's daily life in schooling context. It has been found that the new teacher's role-identity differs greatly from social expectation. It is concluded that the role awareness and role behavior of the new teacher are, to some extent, conflicted, expecially in the understanding and identification of a teacher and his own career development. This conflict should be reflected and given more emphasis in the teachers' continuing education and training.
The Three Stages of Coding and Decoding in Listening Courses of College Japanese Specialty
Author: Yang, Fang
Date: 2008-08-00
Type: Journal Articles
Subjects: Decoding (Reading),Coding,Listening Comprehension,Japanese,Notetaking,Second Language Learning,Cultural Differences,College Students,Foreign Countries

The main focus of research papers on listening teaching published in recent years is the theoretical meanings of decoding on the training of listening comprehension ability. Although in many research papers the bottom-up approach and top-down approach, information processing mode theory, are applied to illustrate decoding and to emphasize the significance of the existing background information in one's memory on listening comprehension, the formation process of the background information, i.e. the formation process of the &quot;code&quot; or &quot;scheme&quot;, is not explained and explored. This papers discusses and explores the three stages in listening comprehension of students of Japanese specialty, that is, the stage of &quot;coding&quot;, of &quot;decoding&quot; and of &quot;making notes&quot; and aims at clarifying the inherent characteristics of Japanese listening courses.
Lorenzo P. v. Riles? Should the &quot;Larry P.&quot; Prohibitions Be Extended to English Language Learners?: Considering Public Policy &amp; IQ Testing in Schools
Author: Garcia, Ernest
Date: 2015-00-00
Type: Journal Articles
Subjects: Court Litigation,Intelligence Tests,African American Students,Clinical Diagnosis,Standardized Tests,English Language Learners,Student Placement,Special Education,Disproportionate Representation,Test Bias

Other than being African American, little is known of Larry, the lead plaintiff in the legal case known as &quot;Larry P. v. Riles&quot; in 1971, which banned the use of standardized intelligence testing on African-American students in the State of California. As a result of such intelligence testing, Larry was diagnosed as being mildly mentally retarded and placed in a special education class for the educable mentally retarded. This placement was for students who were considered to not be on an academic track, but rather in classes to learn social and job skills. This case ultimately led to the current state of affairs in which it is impermissible to use any standardized intelligence tests in California schools for any purpose on African-American students. However, such intelligence tests can be used on &quot;Lorenzo&quot; (the Spanish word for Lawrence). &quot;Lorenzo&quot; may be the son of migrant farmworkers who don't speak a word of English, yet he can be tested with a standard intelligence test, and as a result of such testing be categorized as intellectually disabled (mentally retarded) or as having a specific learning disability. The California Department of Education (CDE) is currently in the process of reviewing activities and methods that might reduce instances of disproportionality in special education. One component of that process is the reconvening of the &quot;Larry P.&quot; task force. The last time the &quot;Larry P.&quot; task force met, in an effort to help protect Larry, it was recommended that IQ tests not be used for any educational purposes on African-American students. Perhaps this time the task force will also help protect Lorenzo. This articles discusses the following topics: (1) Overrepresentation of Minority Students in Special Education; (2) English Language Learners Overrepresentation in Special Education; (3) The Role of IQ Tests; (4) Bias in IQ Testing; (5) ELLs and Testing; and (6) Alternatives to IQ Tests.
Research on Evaluation Indicator System for Teaching Quality of College Teachers
Author: Wen, Shuhong
Date: 2008-11-00
Type: Journal Articles
Subjects: College Faculty,Teacher Effectiveness,Teacher Evaluation,Evaluation Methods,Teacher Improvement,Componential Analysis,Foreign Countries,Student Evaluation of Teacher Performance

This paper conducts research on the connotations and characteristics of evaluation indicator system for teaching quality of college teachers, constructs the contents of the evaluation indicator system for teaching quality of college teachers and applies the contents in the practice of teaching quality monitoring and evaluation so as to prove their rationality and practicability and to achieve the aim of improving management level of teaching quality.