ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Ethical Sensitivity to Racial and Gender Intolerance in Schools
Author: Cannon, Edward P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Counselor Training,Computer Peripherals,School Counselors,Ethics,Cultural Differences,Racial Discrimination,Gender Discrimination,Measures (Individuals),Cultural Awareness,Scores

Professional school counselors must increasingly be prepared to work in more racially and ethnically diverse school settings. At the same time, most school counselor trainees continue to be from the dominant culture, raising the likelihood of culture clashes and ethical violations. This article describes the use of a computer version of a measure of ethical sensitivity to racial and gender intolerance, the Racial Ethical Sensitivity Test-Compact Disk (REST-CD; Sirin, Brabeck, Satiani, & Rogers-Serin, 2003) with school counselor interns. A study of 54 school counselor interns showed that courses in professional ethics and multicultural issues were positively related to scores on the REST-CD. Implications for training and directions for future research are discussed. (Contains 3 tables.)
Experiences of School Counselors during and after Making Suspected Child Abuse Reports
Author: Sikes, April
Date: 2010-00-00
Type: Journal Articles
Subjects: Child Abuse,School Counselors,Disclosure,Child Neglect,Counselor Attitudes,Surveys,Experience

The purpose of this study was to explore the experiences of school counselors during and after making suspected child abuse and neglect reports. A total of 847 school counselors who were members of the American School Counselor Association (ASCA) participated in this study. Results showed that professional school counselors encountered some interpersonal and intrapersonal negative experiences during and after making reports of suspected child abuse. Implications for school counselors and future research are provided.
Making the Transition to Primary School: An Evaluation of a Transition Program for Parents
Author: Giallo, Rebecca
Date: 2010-00-00
Type: Journal Articles
Subjects: Control Groups,Intervention,Transitional Programs,Self Efficacy,Parent Participation,Parent School Relationship,Foreign Countries,Elementary Schools,Preschool Children,Program Effectiveness,Student Adjustment,Comparative Analysis,Kindergarten,Parent Influence,Educational Attainment,Employment Level,Family Structure,Language Usage,Gender Differences,Disabilities

The transition to primary school is an important time for both children and parents. The aim of this randomized controlled study was to assess the effectiveness of a Transition to Primary School Parent Program in strengthening parent knowledge and confidence to manage the transition process, increasing parent involvement in their children's learning, and improving child adjustment to starting school. Participants were 576 parents from 21 primary schools in Victoria, Australia. Results revealed that parents who received the intervention reported higher parental self-efficacy to help their children make the transition to school than parents in the control condition (i.e., routine transition practices provided by the school). These parents also reported greater parent involvement at school during the children's first term at school than parents in the control condition. There were no differences between the intervention and control groups on parent and teacher report of children's adjustment to school. This research is an important step towards developing empirically supported school transition programs focusing on parents. (Contains 1 figure and 5 tables.)
Anxiety among High School Students in India: Comparisons across Gender, School Type, Social Strata and Perceptions of Quality Time with Parents
Author: Deb, Sibnath
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle Class,Employment Level,Mothers,Psychological Testing,Adolescents,Foreign Countries,Fathers,Anxiety,Males,Females,High School Students,Gender Differences,Social Status,Parent Child Relationship,Comparative Analysis,Institutional Characteristics,Attitude Measures,Questionnaires,Incidence,Social Class,Socioeconomic Status,Parent Influence,English,Language of Instruction,Indo European Languages

The broad objective of the study was to understand better anxiety among adolescents in Kolkata city, India. Specifically, the study compared anxiety across gender, school type, socio-economic background and mothers' employment status. The study also examined adolescents' perceptions of quality time with their parents. A group of 460 adolescents (220 boys and 240 girls), aged 13-17 years were recruited to participate in the study via a multi-stage sampling technique. The data were collected using a self-report semi-structured questionnaire and a standardized psychological test, the State-Trait Anxiety Inventory. Results show that anxiety was prevalent in the sample with 20.1% of boys and 17.9% of girls found to be suffering from high anxiety. More boys were anxious than girls (p less than 0.01). Adolescents from Bengali medium schools were more anxious than adolescents from English medium schools (p less than 0.01). Adolescents belonging to the middle class (middle socio-economic group) suffered more anxiety than those from both high and low socio-economic groups (p less than 0.01). Adolescents with working mothers were found to be more anxious (p less than 0.01). Results also show that a substantial proportion of the adolescents perceived they did not receive quality time from fathers (32.1%) and mothers (21.3%). A large number of them also did not feel comfortable to share their personal issues with their parents (60.0% for fathers and 40.0% for mothers). (Contains 5 tables and 2 footnotes.)
Internet Use and Child Development: The Techno-Microsystem
Author: Johnson, Genevieve Marie
Date: 2010-00-00
Type: Journal Articles
Subjects: Rating Scales,Internet,Cognitive Development,Child Development,Access to Computers,Environmental Influences,Correlation,Access to Information,Elementary School Students,Foreign Countries,Parents,Elementary School Teachers,Social Development,Emotional Development,Physical Development,Electronic Mail,Computer Mediated Communication

Ecological systems theory assumes that child development is the consequence of ongoing reciprocal and spiraling interactions between the child and his/her microsystem (immediate home, school, and community environments). The increasing presence of digital technologies in children's immediate environments suggests the need for the proposed theoretical &quot;techno-microsystem&quot;. The ecological techno-microsystem situates the developing child in the context of Internet use in home, school, and community environments. Preliminary validation of the ecological techno-microsystem requires description of children's uses of the Internet across three environments and comprehensive measures of child development. Ninety-one children (37 males and 54 females; mean age 10.7 years) completed rating scales of their Internet use. Additionally, parents and teachers completed rating scales of child social, emotional, physical, and cognitive development. Significant correlations between specific uses of the Internet in specific contexts and specific measures of child development support the theoretical utility of the ecological techno-microsystem. The developmental consequences of Internet use varied as a function of elements of the microsystem (e.g., home and school characteristics) and elements of the technology (e.g., instant messaging versus email). (Contains 2 figures and 5 tables.)
Motivating Adolescents: Goals for Australian Students in Secondary Schools
Author: Mansfield, Caroline F.
Date: 2010-00-00
Type: Journal Articles
Subjects: Secondary Schools,Student Motivation,Adolescents,Researchers,Foreign Countries,Secondary School Students,Goal Orientation,Achievement,Mastery Learning,Social Influences,Expectation,Well Being,Self Esteem,Interviews,Student Attitudes,Academic Aspiration,Occupational Aspiration

Student motivation during adolescence has become an increasingly important issue for educators and researchers. Using a goal theory perspective, researchers have investigated a range of goals (including achievement goals, social goals and future goals) that influence students' desire to achieve at school. The present study examines the range of goals pursued by adolescents (N=195) from two secondary schools and investigates the achievement goals that are important to their motivation. The results show that future goals have a critical impact on students' motivation and that students pursue multiple and related goals in learning situations. Implications for future research are discussed. (Contains 1 table.)
Evidence Based-Practice and Affect: The Impact of Physician Attitudes on Outcomes Associated with Clinical Reasoning and Decision-Making
Author: Dunphy, Bruce
Date: 2010-00-00
Type: Journal Articles
Subjects: Sleep,Clinical Experience,Affective Behavior,Attitudes,Physicians,Decision Making,Patients,Pregnancy,Birth,Attitude Measures,Questionnaires,Females,Physician Patient Relationship,Foreign Countries,Obstetrics,Neonates

The relationship between obstetrician attitudes and patient outcomes from intrapartum care was examined. Obstetrician attitudes were assessed utilizing a newly-designed pilot 35-item obstetrician attitude questionnaire (OAQ). Twelve obstetricians completed the OAQ, who provided intra-partum care to 4,149 women. Outcome measures included delivery mode and intrapartum asphyxia. Analysis was carried out using logistic regression. A number of OAQ items were significantly associated with outcome. The significance of some of these items may be explained by past clinical experience and attitudes toward certain aspects of clinical care including acceptable intervention rates and risk of patient harm associated with certain procedures. However, the importance of other attitudes was less predictable including an increased incidence of normal delivery associated with a stronger belief in the art of clinical practice (not the evidence-based nature of practice), openness to considering the wishes of the woman in labour was associated with less neonatal asphyxia, and attitudes toward the impact of sleep deprivation on decision making were associated with intervention rates. In conclusion, obstetrician attitudes appear to have a significant impact on maternal and neonatal outcomes from intrapartum care. Clinical and theoretical implications of the findings are discussed, and further development of the OAQ is recommended. (Contains 1 table.)
"i" Am Needed
Author: Scott, Paul
Date: 2010-00-00
Type: Journal Articles
Subjects: Number Concepts,Mathematics Instruction,Lesson Plans,Day Schools

The mysteries of mathematics are not easily revealed. Much of present day school mathematics is the product of years, sometimes centuries, of inquiring, wrestling and discovering by men of the highest intellect. The number "i" (designation for the square root of -1)  is no exception. This article presents a lesson on the need for "i".
Managing Cognitive Load in the Mathematics Classroom
Author: Chinnappan, Mohan
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Curriculum,Elementary Secondary Education,Problem Solving,Foreign Countries,Teacher Educators,Teaching Methods,Mathematics Instruction,Cognitive Processes,Mathematical Concepts,Memory,Short Term Memory,Difficulty Level,Classroom Techniques,Concept Formation

Contemporary debates on effective pedagogies for K-12 mathematics have called for shifts in the way teachers and teacher educators conceptualise mathematics as a subject and how it should be taught. This is reflected by changes in the curriculum including the inclusion of a strand called Working Mathematically within K-12 mathematics curriculum documents not only in New South Wales but also across Australia. This strand brings focus to mental processes that underpin students' ability to acquire mathematical principles, concepts, and conventions, and the use of this knowledge in the solution of problems. The focus on cognitive processes that support mathematical learning and problem solving is a welcome change. However, there is a paucity of information about the nature of links that need to be made between process and mathematics content, and how students might be assisted to construct the links. In this article, the authors outline results of research about cognitive load that is associated with mental processes, the management of this load so that students can be better supported in the construction of connected mathematical information, and the interpretation of that information in making sense of worked examples. They attempt to show that worked examples can be effective in promoting useful and powerful mathematics schemas. (Contains 3 figures.)
Discovery
Author: de Mestre, Neville
Date: 2010-00-00
Type: Journal Articles
Subjects: Arithmetic,Computation,Mathematics Instruction,Calculators,Teaching Methods,Mathematics Skills,Elementary School Mathematics

All common fractions can be written in decimal form. In this Discovery article, the author suggests that teachers ask their students to calculate the decimals by actually doing the divisions themselves, and later on they can use a calculator to check their answers. This article presents a lesson based on the research of Bolt (1982).
Cactus: Writing an Article
Author: Hyde, Hartley
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Writing (Composition),Faculty Development,Journal Articles,Writing for Publication

Some people became mathematics or science teachers by default. There was once such a limited range of subjects that students who could not write essays did mathematics and science. Computers changed that. Word processor software helped some people overcome huge spelling and grammar hurdles and made it easy to edit and manipulate text. Would-be writers need confidence and a realistic self-awareness. Teachers who can survive today's classrooms and educational institutions have already proved the multiplicity of their talents. In this article, the authors seek to persuade readers that they have much to offer as a writer--and to encourage them to submit articles (long or short) to journals for publication. Writing is a good form of professional development and self-reflection. This article describes and provides tips on how to set about writing an article for a journal.
Supporting &quot;Out-of-Field&quot; Teachers of Secondary Mathematics
Author: Vale, Colleen
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Mathematics Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Principals,Secondary School Mathematics,Secondary School Teachers,Teacher Placement,Teacher Shortage,Teacher Qualifications,Foreign Countries,Tuition,Undergraduate Study,Student Recruitment,Preservice Teacher Education,Knowledge Base for Teaching,Faculty Development,Questionnaires,Program Effectiveness

Principals are very aware that there is a great deal of competition in attracting qualified teachers of mathematics to their school, since there are just not enough qualified mathematics teachers out there. Recent studies of the qualifications of teachers in Australian schools have confirmed that there is a crisis in the supply of qualified teachers of mathematics for secondary schooling. In addition, enrolments in each Australian state in an advanced mathematics subject in the final year of secondary school, the prerequisite subject for entry to tertiary mathematics, have shown a continuous decline since the turn of the century. To address these trends the Commonwealth Government has reduced tertiary fees for undergraduate mathematics and science students. However, this program will take at least four years to realise any significant increase in qualified mathematics teachers. Some education systems have put programs in place to increase the supply of teachers in fields of shortage and the Commonwealth Government has announced a program to attract highly qualified mathematics and science graduates into a school-based pre-service program. However, principals realise that they will need to continue to rely on &quot;out-of-field&quot; mathematics teachers in their schools since these initiatives will take some time to change the availability of qualified specialist teachers. In response to this situation the mathematics education and mathematics staff of Victoria University have designed and delivered two professional learning programs for &quot;out-of-field&quot; teachers. One was initiated by a secondary school in a regional city for &quot;out-of-field&quot; teachers in their cluster and focussed on preparing these teachers to teach senior secondary mathematics [Victorian Certificate of Education Mathematics Professional Learning Program (VCEM PLP)]; the second was developed in collaboration with the Western Metropolitan Region staff of the Department of Education and Early Childhood Development (DEECD) for &quot;out-of-field&quot; teachers in four schools in the western region of Melbourne. In this article the first of these professional learning programs is described, together with the role of the schools and their mathematics staff, and the outcomes for teachers who participated in this program. To understand the purpose and goals of the program, pedagogical content knowledge (PCK) and mathematics knowledge for teaching (MKT) are defined, and reasons suggested as to why this knowledge is important for effective teaching of mathematics.
Pascal's Triangle: 100% of the Numbers Are Even!
Author: Bhindi, Nayan
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Activities,Numbers,Geometric Concepts,Mathematics Instruction,Teaching Methods,Mathematical Formulas,Computation

Pascal's triangle is an arrangement of the binomial coefficients in a triangle. Each number inside Pascal's triangle is calculated by adding the two numbers above it. When all the odd integers in Pascal's triangle are highlighted (black) and the remaining evens are left blank (white), one of many patterns in Pascal's triangle is displayed. By comparing the pattern of black cells (odd integers) to the shaded parts of the fractal called the Sierpinski triangle, the authors were guided to the conjecture that as the number of rows of Pascal's triangle increases, so too does the percentage of even numbers, i.e., the further down one looks, the whiter the pattern seems to get. The authors decided to consider the triangle as a number of stages, where each stage finishes at a row of odd numbers. From this, they calculated the percentage of even numbers in each stage up to the third. In this article, the authors set out to find what percentage of integers would be even in the nth Stage and conclude that 100% of the numbers are even, (although they are not)! (Contains 2 figures and 2 tables.)
Streaming for Mathematics in Victorian Secondary Schools
Author: Forgasz, Helen
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,Mathematics Curriculum,Mathematics Education,Academically Gifted,Mathematics Achievement,Ability Grouping,Mathematics Teachers,Educational Policy,Foreign Countries,Equal Education,Individualized Instruction,Special Needs Students,Secondary Schools,Secondary School Mathematics,Teacher Attitudes

Streaming (or ability grouping) for mathematics learning is a contentious issue. It can also be considered an issue of equity or social justice as some students may be adversely affected by the practice. Currently, the Victorian Department of Education and Early Childhood Development (DEECD) does not appear to have clear guidelines on streaming. However, in its documentation about &quot;gifted&quot; students, it is claimed that differentiating the curriculum should be part of a school's curricular strategy, that all students should have the opportunity to reach their full potential, but that the regular classroom should be the venue to provide appropriate challenge for the majority. The suggested school options to cater for the gifted are consistent with the recommendations of the Senate inquiry. Yet, those seeking support for a variety of forms of streaming in mathematics may selectively seize upon some of the statements made and research findings cited in the DEECD documentation, despite the clear emphasis being on provisions for the gifted. In the initial advice about the Australian national mathematics curriculum currently being developed, there is a strongly worded statement, consistent with social justice principles, against the temptation to address the wide-range of mathematics achievement levels that might be found at particular year levels by differentiating opportunities. It was argued that there should be no barriers to progression in mathematics and that &quot;students should have the opportunity to choose any mathematics study at the start of Year 10, and should not have their options restricted by their own previous choices or their school's structuring of subject offerings.&quot; The onus was placed on systems and schools to ensure that the appropriate measures were in place to ensure that students' mathematics opportunities were not constrained. Implicitly, these statements appear in opposition to streaming, suggesting that streaming has the potential to limit students' choices of mathematics options at Year 10 and beyond. In having to meet this goal, will Victorian schools be challenged to modify their current grouping practices? Anecdotal evidence suggests that streaming for mathematics has become more prevalent than in the past; the severe shortage of qualified mathematics teachers may be a contributing factor to this situation. The present study aims to explore the extent to which streaming is currently used for mathematics in Victorian post-primary schools. With respect to the social justice concern of equitable opportunity for all students, teachers' views on the streaming/non-streaming policies and practices in their schools are also examined. (Contains 2 tables and 1 figure.)
Other People's Daughters: Critical Race Feminism and Black Girls' Education
Author: Evans-Winters, Venus E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Minority Groups,Females,Feminism,Scholarship,Responsibility,Advocacy,Educational Research,Educational Researchers,Critical Theory,Urban Schools,Daughters,Educational Improvement,Working Class,Racial Attitudes,Social Justice,Social Support Groups,Theory Practice Relationship

In her 1995 article, "Sapphire Bound!", legal scholar Regina Austin calls for minority female scholars in the legal field to straightforwardly, unapologetically, and strategically use their intellectual pursuits to advocate on behalf of poor and working class minority women. Even though Austin is arguing from the perspective of a woman of color, with experience and interest in the legal field, her comments are also relevant to conceptual, theoretical, methodological, and pedagogical efforts in the field of education. In this article, the authors focus on Austin's (1995) personal and professional insights for its implications and relevancy to urban girls, in particular, African American girls being schooled in urban school communities. They call for educational research, theorizing, and practice by women and scholars of color who are adamant about improving the academic outcomes and schooling experiences of Black girls. They look at critical race feminism in particular as a useful framework for representing and speaking to the experiences of Black girls in educational spaces. They present an overview of critical race theory (CRT) and critical race feminism (CRF) which serves the purpose of (1) demonstrating that CRT and CRF have practical and relevant implications for the study of African American female students' school experiences; and (2) to begin to envision the possibilities of a critical race feminism in education theoretical framework. The authors argue that there is a need for a coalition of educational researchers who seek to understand Black girls' multiple realities. Through a critical race feminism lens, the authors call attention to the realities of the state of Black girls' education.