ethanporcaro/eric-fulltext-meta huggingface dataset:
Increased Learning Time under Stimulus-Funded School Improvement Grants: High Hopes, Varied Implementation
Author: McMurrer, Jennifer
Date: 2012-07-00
Type: Reports - Research
Subjects: Federal Aid,Grants,Federal Legislation,School Turnaround,Time on Task,Extended School Day,Extended School Year,Case Studies,State Officials,Surveys,Elementary Schools,Middle Schools,High Schools

Research has long suggested that significantly increasing quality time in school for teaching and learning can have a positive impact on student achievement. Recognizing this connection, federal guidance requires low-performing schools to increase student learning time if they are implementing two popular reform models using school improvement grant (SIG) funds appropriated by the American Reinvestment and Recovery Act (ARRA). This special report by the Center on Education Policy (CEP) highlights findings about this increased learning time requirement from two recent CEP studies of SIG implementation in school year 2010-11 and the fall and winter of 2011-12. The first study was based on a CEP survey of state education officials in 46 responding states, including the District of Columbia. The second consisted of in-depth case studies of state and local SIG implementation in Maryland, Michigan, and Idaho. Key findings include the following: (1) All 46 states responding to CEP's survey reported that at least some of their SIG-funded schools are implementing one of two federal school improvement models that require increased learning time; (2) Officials in a majority of the states surveyed said the strategy of increasing learning time is, to a great extent or some extent, a key element in improving achievement in SIG-funded schools; (3) All three case study states have ensured that schools using the transformation or turnaround models are increasing learning time, but the degree of state focus on this strategy varies; and (4) All SIG-funded case study schools that are using the transformation or turnaround models have increased students' learning time, as have some non-funded schools, but implementation and emphasis varied. (Contains 1 table and 1 box.) [For related reports, see &quot;Schools with Federal Improvement Grants Face Challenges in Replacing Principals and Teachers&quot; (ED533563) and &quot;Changing the School Climate Is the First Step to Reform in Many Schools with Federal Improvement Grants&quot; (ED533561).]
Good, "Green" Jobs: A No-Nonsense Guide to Environmental Jobs and Careers
Author: National Environmental Education and Training Foundation
Date: 2005-00-00
Type: Guides - Non-Classroom
Subjects: Job Applicants,Employment Opportunities,Job Skills,Sustainable Development,Employment Projections,Job Search Methods,Employment Potential,Career Guidance,Occupational Information,Occupational Clusters,Conservation (Environment),Employment Qualifications,Personnel Selection,Labor Market,Business,Web Sites,Internet,Information Sources,Career Planning

With sustainable business practices on the rise in many companies--and in many business schools--the question looms large: How do you land an environmental  job in a company, agency, or other organization? First the bad news: traditional environmental jobs in big companies are on the wane. Many companies are cutting back on their environment health and safety staff. The good news is that many companies are integrating environmental thinking into other parts of their operations--into manufacturing, facilities management, procurement, accounting, finance, marketing, sales, legal, and communications--creating new job opportunities and career paths. More often than not, the environmental aspects of these jobs are hidden. That is, the jobs aren't advertised as "environmental." Rather, companies with strong commitments to environmental responsibility are looking for job candidates who "get it"--who understand the opportunities for environmental initiatives to add value to companies through decreased costs, increased sales, new market development, reduced risk, increased quality, and other means--and who can seamlessly integrate those goals into their everyday jobs. It's these "stealth" environmental jobs that are the growing opportunities for job seekers at every level. In this document, you'll find some of the many resources to help you find the right fit for you--and your values.
Psycho-Social Issues in Females Study of Science and Technology
Author: Iyabo, Omoniyi Mary Banke
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientists,Career Choice,Sex Stereotypes,Social Development,STEM Education,Females,Disproportionate Representation,Colleges,Questionnaires,Test Validity,Data Analysis,Research Design,Scientific Attitudes,Mathematics Anxiety,Context Effect,Gender Differences

The study investigated the relationship between psycho-social factors with females study of science and technology course at the institutions of higher learning in Nigeria and its counseling implications. Three research questions and hypotheses were raised to guide the study. The subjects for the study comprised 240 undergraduate female students from the Faculty of Education, Adekunle Ajasin University, Akungba Akoko, Ondo State, Nigeria. The causal comparative (ex-post-facto) research design was employed and a self-constructed validated questionnaire used to elicit information from the subjects. Pearson moment correlation inferential statistics were used for data analysis. The results showed that girls' attitudes towards science had a significant relationship with their anxiety towards mathematics. Societal expectation and teachers; methods of teaching were weakly related to girls' performances in science. The counseling implications were discussed and recommendations were made. (Contains 2 tables.)
Some Thoughts on John Dewey's Ethics and Education
Author: Karafillis, Gregorios
Date: 2012-00-00
Type: Journal Articles
Subjects: Ethics,Progressive Education,Educational Philosophy,Educational Principles,Moral Values,Role of Education,Democratic Values,Theories,Logical Thinking,Epistemology

The philosopher and educator, John Dewey, explores the emergence of the terms "ethics" and "education" from a pragmatist's perspective, i.e., within the linguistic and social components' framework, and society's existing cognitive and cultural level. In the current article, we examine the development, logical control and the relation between ethics and education as well as the ethical principles he follows. The latter comprises his ethical ideas and his ideas about morality which constitute school's ethical raison d'etre, the general ethical education which is achieved there, the special study programme and the ideals that are actualised by people. These principles lead to the conclusion that education is a necessity of life and a social function, and that it is self-referential and cross-referential by others, and is conditioned by conservatism or progressiveness subject to measurable criteria, whilst its democratic perception is assessed by the quality of the respective societies. Therefore, each theory arises from the ethical problems existed in the real world and is subject to logical control, whilst its individual and collective self must serve ethical situations that lean towards the good achievement.
The Comparative Research on Sex Education for Adolescents of China and the US
Author: Yu-feng, Zhou
Date: 2012-00-00
Type: Journal Articles
Subjects: Middle School Students,Contraception,Sex Education,Pregnancy,Adolescents,Physiology,Anatomy,Foreign Countries,Cross Cultural Studies,Elementary School Students,Cultural Differences,Educational History

Sex education refers to people's comprehension about sex, which involves not only sexual structure (anatomy, physiology, birth control, pregnancy, etc.), but also sexual relationships concerning human and moral problems. It includes at least sexual physiology, sexual psychology, sexual ethic, sexual law, etc., which aims to help people form the attitude and behavior that both society and morality can accept. So, it is a kind of long-term education for a person. For limited length, this paper only studies adolescents' (mainly students in primary and middle schools) sex education in China and the US (the United States). Due to the restriction of traditional thoughts, sex education on adolescents has been developing so slowly that it turns into the weak point of basic education and results in the growth of adolescents' sexual ignorance, sexual faults and sexual crimes. America is one of the earliest countries that launch sex education in the world and it has plenty of academic as well as practical experience we can study and learn from.
Teaching Scientific Ethics Using the Example of Hendrik Schon
Author: Feldman, Bernard J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Physics,Scientific Research,Writing for Publication,Deception,Case Studies,Institutional Characteristics,Reputation,Integrity,Ethics,Antisocial Behavior,Supervision,Validity,Scientific Methodology,Scientific Principles,Repetition,Scientific Literacy

It has been almost 10 years since one of the greatest frauds in the history of physics was uncovered, namely, the case of Hendrik Schon. This case provides a wonderful opportunity to discuss scientific integrity and scientific misconduct with both undergraduate and graduate science students. This article explains the scientific data at the heart of this case of fraud, as well as discusses the numerous ethical issues surrounding this case, including the responsibility of research supervisors as well as the scientific community. (Contains 4 figures.)
Teaching the Lecturers: Academic Staff Learning about Online Teaching
Author: Northcote, Maria
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Online Courses,Teaching Skills,Faculty Development,College Faculty,Informal Education,Educational Needs,Training Methods,Educational Strategies,Web Based Instruction,Church Related Colleges,Integrated Learning Systems,Open Source Technology,Program Development,Professional Continuing Education

Developing online teaching skills can occur through involvement in learn-by-doing strategies, which incorporates informal, organic or need-driven strategies. Such processes are sometimes labeled as &quot;bottom-up&quot; staff development processes. In other contexts, teaching staff are formally directed to develop online teaching skills through a series of compulsory staff development workshops or courses. These approaches typically include &quot;top-down&quot; staff development processes. This paper describes how a group of tertiary teaching staff extended their on-campus and distance teaching repertoire of skills to include online teaching skills. In this case, the process of staff development began with collecting data about the concerns and practices of the teaching staff involved. An analysis of the data informed the development of a &quot;middle-out&quot; staff development strategy which comprised a mixture of informal and formal strategies, and acknowledged the ethos of the institution and the specific needs of the staff involved. This professional development program incorporated a group of 11 informal and formal strategies. This paper presents an analysis of the data that were gathered during this project alongside the professional development strategies that were developed as a result of this analysis. (Contains 1 table and 4 figures.)
The Relative Merits of PBL (Problem-Based Learning) in University Education
Author: Benson, Steve
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Workload,Educational Finance,Retrenchment,Economic Climate,Commercialization,Consumer Economics,Satisfaction,College Administration,Needs Assessment,Risk Management,Administrator Behavior,Problem Based Learning,Constructivism (Learning),College Instruction,Feedback (Response),Academic Standards,Integrated Curriculum,Hermeneutics,Phenomenology,Job Satisfaction,Student Development

In Australia, academic workloads are increasing, and university funding is decreasing. Academics and university managers are engaging in risk adverse behavior and tending to focus on customer satisfaction and student retention, potentially at the expense of academic standards. Conventional approaches to pedagogy minimize adverse student feedback, but may not prepare graduates for the workplace (Savery, 2006). By contrast, PBL (problem-based learning) is generally thought to produce better student outcomes and performance, but can be more demanding in terms of academic workloads. PBL uses realistic scenarios which may not be well defined and the methods students use to solve the problems are often as important as their answers. PBL is grounded in constructivism (Ernest, 1993) and student-centered learning (Ally, 2004). This paper critically evaluates the claims made for PBL and provides arguments for its use in university teaching. Two research approaches were employed to inform this paper: the first is a meta-level review of PBL-oriented papers and the second is hermeneutic phenomenology in which the author gives an account of his experiences using PBL in university education and makes recommendations for its deployment. It is concluded that there are no academic or logistical grounds that support the use of PBL, but that it may still be regarded as a worthwhile exercise.
Benefits of Collaborative Writing for ESL Advanced Diploma Students in the Production of Reports
Author: Fong, Lin Siew
Date: 2012-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Video Technology,Student Journals,Social Cognition,Epistemology,Group Dynamics,Advanced Students,Foreign Countries,Economics,Case Studies,Qualitative Research,English (Second Language),Language Proficiency,Differences,Expertise,Technical Writing,Transcripts (Written Records),Content Analysis,Computer Mediated Communication

This study analyzes the collaborative writing sessions of two groups of advanced diploma economics students with mixed proficiency. Although studies in collaborative writing usually highlight the mixed results of students' collaboration ranging from promoting peer learning to having unresolved conflict, the findings of this paper only provide the advantages gained by the students in this study. It is attributed to the use of a group learning contract which the students signed before collaborating with their friends. The students' collaborative writing sessions of long reports were video-taped and they were followed by the production of student diary entries and interviews in order to understand the experience gained during the sessions. Furthermore, the instructor's reflections were analyzed to increase the understanding of the group dynamics which had occurred. The findings show that all students had mutually benefited from the collaborative writing sessions. The benefits gained are heightening their sense of responsibility towards the task, promoting the sharing of new information, allowing the sharing of expertise, helping narrow down information, and negotiating successfully by using Facebook as a means to continue their discussion on matters which they had difficulty in resolving through face-to-face interactions. (Contains 8 tables.)
Developing Successful International Faculty Led Program
Author: Fabregas Janeiro, Maria G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,College Students,College Faculty,International Education,Summer Programs,International Programs,Intercollegiate Cooperation,Program Development,Program Effectiveness

Faculty Led Programs are study abroad experiences led by university professors. Faculty Led Programs are considered as an opportunity for college students, especially in the United States to attend a short-term international experience (Mills, 2010). Faculty Led Program is an international experience which is different from the traditional exchange or study abroad. The basic difference is that in the traditional exchange programs, the students travel alone and the experience is for at least one semester (Sachau, Brasher, &amp; Fee, 2010). One of the most important advantages of the Faculty Led experiences is that students have the opportunity to travel internationally for a short period of time, experience cultural differences and in some cases, practice foreign languages. Mexican universities as many universities around the world are making efforts to internationalize their campuses. They understand that globalization requires trained professionals and are aware of the importance of international relations (Bhawuk &amp; Brislin, 1992). To respond to this need, UPAEP (Universidad Popular Autonoma del Estado de Puebla), through the Vice-Rector Campus Puebla, has decided to implement an aggressive campaign to support the institutional goal of achieving 70% of its students attending international experiences by 2015 (UPAEP Development Corporate Plan, 2011). Forty-three students and four teachers traveled to Oklahoma State for a Faculty Led Experience during the summer of 2011. The students have attended programs in robotics, communication sciences, industrial engineering and biotechnology. The purpose of this paper is to describe the process of organizing and conducting UPAEP Faculty Led Programs at OSU (Oklahoma State University) during the summer of 2011. The UPAEP Faculty Led Programs could contribute to the development of the internationalization of higher education institutions in Mexico and the rest of world. The UPAEP Faculty Led Programs at OSU were a success.The success depended on the detailed planning and the proper selection of the professors involved in the process, as well as the solid relationship between OSU and UPAEP. The students' evaluations were very positive, especially regarding the quality of the organization of programs, the staff, accommodation, logistics, academic and cultural activities, level of content and most importantly, multicultural experience. Additionally, the students mentioned that the UPAEP Summer Faculty Led Programs encouraged them to explore new international experiences, learn a new language and develop their personal intercultural competences.
Researching the Effects of Frame-Focused Instruction on Second Language Acquisition
Author: Sokolova, Elena
Date: 2012-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Measurement,Instructional Effectiveness,Models,Educational Research

In the context of globalization, the research of innovative teaching methods and techniques becomes relevant. The traditional teaching approach where the training of practice material is preceded by rule-presentation (explanation + mechanical form-oriented practice) does not meet the requirements of constantly developing rational language processing. Contemporary studies are considering the ways how to allow second language learners to be rational in the sense that their mental models of language functioning are the most optimal. This paper outlines current ideas of second language acquisition from cognitive perspective. Language learning involves the acquisition of frame instructions or input-processing instructions (explanation + structured-input activities). Competence and performance both emerge from the dynamic system of frequently used memorized constructions. Frames are dynamic contextualized activation of stereotyped situations. This system proves to be rational, since it aims at optimal reflection of prior first language usage and helping learners to think consciously about some sort of rules in order to work out the meaning. The frame-based instruction consists of activities which present learners with a stimulus and require them to respond choosing the appropriate language form for communication. The targeted feature of such communicative tasks has two aims: (1) to stimulate communicative language use; and (2) to target the use of a particular predetermined linguistic feature. The empirical research shows that frame-focused tasks guide learners' attention to the meaning which is realized by the target form. Methodological basis includes some theoretical propositions from recent relevance theory and cognitive linguistics. (Contains 2 tables.)
Using Technology in Pre-School Education
Author: Can-Yasar, Munevver
Date: 2012-00-00
Type: Journal Articles
Subjects: Teacher Role,Educational Technology,Technology Uses in Education,Preschool Education,Technology Integration,Child Development,Internet,Television,Audiovisual Aids,Video Technology,Computer Assisted Instruction

Technology is the collection of machines, processes, methods, transactions, systems, administration and supervision mechanism, which serves as a bridge between science and practice and helps meet human needs using available information, materials, sources and energy. The developments in technology and educational aims follow a parallelism, which requires the use of technological products at different education levels to improve thinking and learning forms. It is imperative that children are introduced to technology starting from pre-school ages. An education setting surrounded by suitable technological products both promote, the children's development and increases motivation to learn. With this respect, this study was carried out to investigate the contribution of technology to children's developmental areas, technology use in pre-school ages, the role of educators in technology use in pre-school ages, and to increase consciousness drawing attention to the topic since limited number of research with limited scope was found in literature.
Disability within the African Culture
Author: Eskay, M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,African Culture,Disabilities,Special Needs Students,Special Education,Child Care,Cultural Differences,Educational Policy,Cultural Influences,Foreign Policy,Educational History,Attitudes toward Disabilities,Negative Attitudes,Inclusion,School Law,Educational Legislation,Politics of Education,Comparative Education,Educational Finance

For a long time, children with special needs were educated along with other regular children in schools. The notion of special education was a Western phenomenon and concept in Nigeria. How were children with special needs educated without special education programs? This article will provide cultural perspectives on issues of disability and care for children with exceptional needs in Nigeria.
Rights and Multilingualism
Author: Torpsten, Ann-Christin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Swedish,Second Language Learning,Student Experience,Curriculum,Personal Narratives,Native Language Instruction,Second Language Instruction,Multilingualism,Student Rights,Preservice Teachers

In this paper, the author focuses on educational values and second language learners' experiences from education. She is using a life story approach. Overarching aim of the presentation is to discuss second language teacher students' encountering with Swedish school, mother tongue tuition, second language and multilingualism. The goal was achieved by examining an empirical context. The analysis was carried out in a spiral of understanding by means of deconstruction and reconstruction. The analysis showed that learning Swedish is important and mother tongue is positive for continued and lifelong learning and linguistic development. Being good at Swedish means opportunities to cooperate with others in school. The opportunity to take part in tuition and teaching in mother tongue in school is positive for the continued linguistic and literacy development. Mother tongue was very important for their development of multilingualism. Through lifelong linguistic learning and development, it becomes possible to build up an identity as multilingual persons with lingual capital and literacy skills.