ethanporcaro/eric-fulltext-meta huggingface dataset:
Considerations in the Measurement of Awareness
Author: Gafoor, Kunnathodi Abdul
Date: 2012-11-12
Type: Speeches/Meeting Papers
Subjects: Metacognition,Perception,Educational Theories,Measures (Individuals),Self Concept Measures,Item Analysis,Pretests Posttests,Reliability,Validity

Awareness is one of the most frequently measured construct by masters&apos; students in education for their dissertation work. The author has observed that within the jurisdiction of his home university frequency of dissertations in education using &quot;Awareness of&quot; some social scientific or educational topic will be anywhere between 10 to 50 percent in a given institution. Despite being widely studied construct, the measurement of awareness presents many grey areas even for experienced educators. In this context this paper attempts to discuss nature and meaning of awareness, operationalizing awareness constructs for measurement purpose, and delineates the differences between Awareness measures as measures of maximum performance vs of typical performance. A sequential procedure for helping students to follow while constructing a measure of awareness is suggested.
A Decade after Reforms, Did the Student Achievement at Primary Level Improve?
Author: Gafoor, Kunnathodi Abdul
Date: 2011-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Institutes (Training Programs),Social Studies,Mathematics Instruction,National Curriculum,Academic Achievement,Critical Theory,Comparative Analysis,Elementary School Students,Constructivism (Learning)

This study in the context of National Curriculum Framework (2005) and constructivist approach to learning and critical pedagogy, gauges the attainment of upper primary students in Malayalam, science, social studies and mathematics in 2011 and compares it with that of their age group during 1999, in Kerala, India. Overall achievement of students has come down after a decade, especially attainment of higher order competencies. It is found that, generally achievement in Malayalam of the two groups are similar, while in social studies factual attainment the 2011 group has advantage over the 1999 group, but not in the case of overall social studies attainment and non-factual items. Overall science attainment and attainment in higher order skills in science has become poorer after a decade. In mathematics the score of the present students is at par with their predecessors, but the former have significantly lesser score in geometry. Students at both the end both the ends of achievement distribution have significantly lesser attainment in Malayalam, science and mathematics have lesser attainment levels than a decade earlier. Even comprehension and deriving conclusions which are especially focused in the present primary curriculum cannot be firmly said to have improved. Implications and suggestions for improving the attainment are made (3 tables included).
Ability to Manage Own Learning Time among Student-Teachers
Author: Gafoor, Kunnathodi Abdul
Date: 2010-11-00
Type: Reports - Research
Subjects: Foreign Countries,Student Teachers,Time Management,Teacher Education,Schools of Education,Student Motivation,Mixed Methods Research,Questionnaires

Teaching among other things provides persons with the knacks and know-how to learn. Hence, teacher education must clarify for student teachers what education and learning are and how to further own and others' learning. This is especially important as many prospective teachers see Bachelor's Degree in Education as something which can be easily accessed. Any good teaching transforms desire to learn on the part of the learner to real effort in learning. This study using a representative sample of 150 B.Ed students studying in a teacher education college affiliated to University of Calicut explored the level of motivation of B.Ed students in terms of the time spent on learning and the factors that distract the student-teachers from spending time on education in order to help them to be better learners and teachers. It employed a mixed method of analysis of data from an open-ended questionnaire. High majority of student teachers feel that they failed to utilize the opportunities for learning during their high school and college years and more than half of them are still failing to utilize the opportunities for learning. Though they have high to very high level of aspiration they cannot spend time and effort on learning in proportion to the aspiration. TV, laziness, drifting, friends and the like steal their time. Though they believe in scheduling and planning the time better, none put down concrete plan for this. Those who said teachers and the institution can help them could not specifically suggest what the teacher can do in this regard, other than &quot;teaching well&quot;, &quot;making teaching interesting&quot; and &quot;providing facilities&quot;. A significant proportion of student teachers have only low level of academic aspiration and they want less than or equal to one hour per day on learning after the formal hours. Hence the study concluded that teaching time-management to student teachers will be in the interest of developing better teachers and helping the future school students whom the prospective teachers will be serving in future. Suggestions for helping student-teachers to utilize the time well are added. (Contains 5 tables and 1 figure).
Literacy--The First Step to Academic Inclusion
Author: Gafoor, Kunnathodi Abdul
Date: 2011-09-00
Type: Reports - Research
Subjects: Foreign Countries,Dravidian Languages,Elementary School Students,Grade 2,Literacy Education,Morphology (Languages),Spelling,Verbal Communication,Language Acquisition,Correlation,Writing Difficulties,Underachievement,Reading Comprehension,Constructivism (Learning),Surveys

This study probes into component language deficits in Malayalam among second grade students in Kerala in the context of constructivist-critical pedagogy which emphasize oral expression and comprehension of language over written aspect of the language. A descriptive survey method is employed in this study. Sample used for this study constitute 2nd grade pupils from 11 Lower Primary Schools of Thrissur District of Kerala, India (N = 180). Measures used were Test of Morphological Awareness Awareness Test in Malayalam and score on dictation of 43 words. A noticeable percentage of students performed poorly in Dictated Spelling, Morphological Awareness and in each sub tests of Morphological Awareness. There is a significant relationship between Morphological Awareness and Dictated Spelling and there exists a significant correlation between each sub tests of Morphological Awareness and Dictated Spelling. Suggestions for improve morphological awareness and writing skills are included. (Contains 2 Tables).
Reporting Data with &quot;Over-the-Counter&quot; Data Analysis Supports Increases Educators' Analysis Accuracy
Author: Rankin, Jenny Grant
Date: 2013-12-05
Type: Reports - Research
Subjects: Statistical Data,Data Interpretation,Data Analysis,Error of Measurement,Database Management Systems,Information Utilization,Reports,Knowledge Base for Teaching,Drug Therapy,Merchandise Information,Experiments,Statistical Analysis,Accuracy

There is extensive research on the benefits of making data-informed decisions to improve learning, but these benefits rely on the data being effectively interpreted. Despite educators' above-average intellect and education levels, there is evidence many educators routinely misinterpret student data. Data analysis problems persist even at districts where there is proactive support for data use, as another variable plays a significant role in rendering successful or unsuccessful data use: the tool educators use for data analyses, which is typically a data system. These data systems and their reports usually display figures &quot;without&quot; supporting guidance concerning the data's proper analysis. A solution to analysis errors lies in the data-equivalent to over-the-counter medicine, termed &quot;over-the-counter data&quot;: essentially, enlisting medical labeling conventions to pair education data reports with straightforward verbiage on the proper interpretation of report contents. The researcher in this experimental, quantitative study explored the inclusion of such supports in education data systems and their reports, while also investigating varied formats for each support. The cross-sectional sampling procedure incorporated responses from 211 educators of varied backgrounds and roles at nine elementary and secondary schools throughout California. Participants answered survey questions regarding student data reports with varied forms of analysis guidance. Respondents' data analyses were found to be 307% more accurate when a report footer was present, 205% more accurate when an abstract was present, and 273% more accurate when an interpretation guide was present. Findings were significant and fill a void in field literature with evidence that can be used to identify how data systems can increase educators' data analysis accuracy by offering analysis support through labeling and supplemental documentation.
Universal PreKindergarten (UPK) Effects on Language Concept Acquisition and the Linkage to Classroom Practices and Quality
Author: Kemp, Karen A.
Date: 2014-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Preschool Education,Preschool Teachers,Preschool Children,Preschool Curriculum,Language Acquisition,Educational Quality,Literacy,Demography,Measures (Individuals),Pretests Posttests,Kindergarten,Comparative Analysis

The emergence and establishment of Universal PreKindergarten (UPK) programs in New York school districts have proliferated over the past ten years; nonetheless, limited attention has been paid to the &quot;process quality&quot; dimensions of these programs (Mashburn, Hamre, Downer, Barbarin, Bryant, Burchinal, Early, &amp; Howes, 2008). Existing studies related to preschool quality in New York State have revolved primarily around the &quot;structural qualities&quot; of the program, leaving opportunity for research that focuses on how district UPK classroom practices align with process dimensions and affect student achievement in language and literacy development (Camelli, Vargas, Reynolds, Barnett 2010; Lowenstein, 2011; &amp; U.S. Department of Health and Human Services, 2013). Through the examination of a state-funded, district-operated, UPK program, this study demonstrated a moderately strong association (r = 0.58) between language concept development in young children and attendance in a UPK program that promoted and reinforced &quot;process quality.&quot; Results indicated significant language concept growth for students attending the UPK program based on the Boehm-3 Preschool Test of Basic Concepts (Boehm, 2001b), with the greatest gains posted by students eligible for free and reduced lunch and for those considered English Language Learners. Upon entrance to kindergarten, students who attended the UPK program had higher language concept scores compared to peers who experienced other preschool options. Observations conducted in the UPK classrooms confirmed the use of effective instructional practices to promote language and literacy development in young children and were consistent with the quantitative results. Observation Example #1 and Observation Example #2 are appended.
Preferred Teaching Behaviours of Students Teachers--A Post-B.Ed. Study from Kerala
Author: Gafoor, Kunnathodi Abdul
Date: 2013-02-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Behavior,Student Teachers,Teaching Styles,Preferences,Student Teacher Attitudes,Secondary Education,Preservice Teacher Education

The instrument of pre-service teacher education is to ensure that entrant teachers holistically understand the concept of education. It is premised that after the pre-service preparation, teachers will be competent and committed to their task of developing values in the future citizens by providing younger generation with learning experiences for holistic development of mind-body, intellect and emotions. The most potent resource for teachers to develop values in their students is time and curricular prescriptions at their disposal in schools. Students imbibe values, if their teachers use these resources with required sense of purpose, planning, and commitment in different teaching acts like explaining, questioning, projects and assignments, examination and evaluation, feedback and reinforcement, dealing with student problems and, of course, in their less formal interaction with students. It is in this context that this study explored the preferred teaching behaviors of student-teachers who have almost completed their pre-service secondary teacher education course from University of Calicut, Kerala. The findings suggest that the student teachers are inconsistent in their preferences with respect to different aspects of teaching - like set goals, lesson planning, classroom explanation, questioning, reinforcing the student behaviours, giving projects, scoring the scripts, and student evaluation and self-evaluation. The paper argues that this inconsistent preference among student-teachers, if allowed to persist in their classrooms, will affect their students' ability to form coherent personalities with well-knit goals, actions, and preferences. Hence, the paper suggests teacher education curricula to give more opportunities for reflective practice such that future teachers formulate better-integrated styles of teaching (2 tables and 8 references included).
Is Gender Stereotyping Still an Issue? An Analysis of a Hong Kong Primary English Textbook Series
Author: Yang, Chi Cheung Ruby
Date: 2012-02-00
Type: Information Analyses
Subjects: Foreign Countries,Textbooks,Sex Stereotypes,Sex Role,Gender Differences,Textbook Evaluation,Semantics,Computational Linguistics,Elementary Education

This study aimed to investigate gender representation in an English textbook series used in Hong Kong schools. The corpus software AntConc was used to analyse the collocations of gendered terms &quot;He/he,&quot; &quot;She/she,&quot; &quot;Man/man,&quot; &quot;Woman/woman,&quot; &quot;women,&quot; &quot;Boy/boy,&quot; &quot;Boys/boys,&quot; &quot;Girl,&quot; and &quot;Girls/girls&quot; in the textbook series in order to find out if gender stereotyping, which was a problem in previous studies (e.g., Cincotta, 1978; Sakita, 1995), is still an issue. The results of the study showed that females were no longer regarded as delicate or weak but stronger than males. In occupational roles, females were no longer portrayed only as housewives in the family, but they also worked in society. On the other hand, the stereotyped images of males wearing shorts, jeans or shirts and females putting on skirts or dresses still exist. In addition, while it was found that the male terms have more collocates and both males and females were imbued with positive characteristics, negative adjectives were only used to describe males and males were never described in terms of their physical attractiveness.
A Characterization of Sorting and Implications for Value-Added Estimates
Author: Alzen, Jessica
Date: 2013-00-00
Type: Reports - Research
Subjects: Student Placement,Longitudinal Studies,School Districts,Teacher Influence,Urban Schools,English Language Learners,Student Characteristics,Low Income Groups,Ability Grouping,Accountability,High Stakes Tests,Teacher Effectiveness,Academic Ability,Classification,Elementary School Students,Grade 5,Prior Learning,Academic Achievement

Students are non-randomly assigned, or sorted, into classrooms in various ways across and within schools. In this study, we use longitudinal data sets from three districts to investigate a metric for the characterization of sorting at the school level. We analyze whether non-random student assignment is associated with value-added estimates for teachers. The three longitudinal datasets come from large, urban districts but, despite this similarity, we find there is substantial variation in the degree of sorting across school districts. We see more evidence of sorting in districts with higher proportions of ELLs and students from low socioeconomic backgrounds. Despite differences in the characteristics of schools which sort, sorting as we have quantified it is only marginally related to VA estimates.
Discovering Jewish Studies Collections in Academic Libraries: A Practical Guide
Author: Taler, Izabella
Date: 2014-03-00
Type: Reports - Research
Subjects: College Libraries,Higher Education,Jews,Judaism,Religion Studies,Ethnic Studies,Classification,Cataloging,Library Materials

The U.S. colleges and universities offering non-sectarian educational programs in Jewish Studies rely on the support of their academic libraries for research materials and library services. For college libraries which use Library of Congress Classification scheme, it is a common practice to integrate &quot;studies&quot; resources into their general library collections. Since Jewish Studies sources span a vast number of subjects within all major disciplines, shelving integration leads to the dispersion of all relevant sources and such dispersion in turn leads to a variety of problems for library professionals and library users. For collection development librarians the problems range from lack of information about collection&apos;s size, strengths or weaknesses, and for library users interested in browsing the collection, dispersion of subjects creates a major roadblock. This practical guide aims at providing a solution to such problems. By identifying all relevant Library of Congress call numbers and the corresponding Library of Congress subject headings, the guide offers a simplified access to Jewish Studies sources in general library collections. It is arranged by four major discipline: Arts &amp; Humanities, Social Sciences, Sciences, and General Works &amp; Bibliographies. Within each discipline, specific LC call number ranges and corresponding subjects are listed. The subjects are further subdivided and precisely identified. The guide will assist collection development librarians, library liaisons, grants and fundraising professionals and especially the Jewish Studies faculty and students, in identifying and locating relevant sources.
Teaching about Race in a Multicultural Setting: Culturally Relevant Pedagogy and the U.S. History Classroom
Author: Martell, Christopher C.
Date: 2014-04-05
Type: Speeches/Meeting Papers
Subjects: Multicultural Education,Racial Factors,Race,United States History,Student Diversity,High School Students,Urban Schools,Culturally Relevant Education,Mixed Methods Research,Interviews,Observation,Surveys,Case Studies,Social Studies,Teacher Attitudes,Teaching Methods,High Schools,Coding

In this interpretative case study, the researcher examined the beliefs and practices of three social studies teachers related to their teaching of race in U.S. history at a racially and ethnically diverse urban high school. Using the theory of culturally relevant pedagogy as a lens, this study employed mixed methods, analyzing teacher interviews, observations, classroom artifacts, as well as a survey administered to the teachers' students. While the three social studies teachers in this study identified as culturally relevant and made race the central component of their U.S. history classroom, they described and exhibited culturally relevant pedagogy in considerably different ways. Despite these differences, the students reported a positive response to their teacher's use of culturally relevant pedagogy. Three appendices include: (1) Interview Protocol; (2) Coding Dictionary; and (3) Survey.
Action Research as Empowering Professional Development: Examining a District-Based Teacher Research Course
Author: Martell, Christopher C.
Date: 2014-04-04
Type: Reports - Research
Subjects: Action Research,Professional Development,Interviews,Questionnaires,Constructivism (Learning),Teacher Educators,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,School Districts,Research Skills,Participant Characteristics

Using critical constructivism as the theoretical lens, the researcher used action research to systematically examine the experience of PreK-12 teachers in his district-based teacher research professional development course, while also examining his development as a teacher educator. The results of this study showed that the teachers made progress as teacher-researchers. The teachers expressed being empowered by the teacher research process and showed a critical awareness in their work. Finally, the teachers faced several important barriers in adopting an inquiry stance in their practice. This research generates both local and global knowledge about teacher research as a form of inservice teacher education. Three appendices include: (1) Interview Protocol; (2) Questionnaire; and (3) Coding Dictionary.
Academic Tasks to Identify Students with Reading Disability in Malayalam among Upper Primary Students
Author: Gafoor, K. Abdul
Date: 2013-06-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Reading Difficulties,Learning Disabilities,Dyslexia,Low Achievement,Academic Achievement,Reading Achievement,Writing Achievement,Mathematics Achievement,Spelling,Vowels,Reading Skills,Elementary School Students,Achievement Tests,Mathematics Skills

This study is to identify tasks which can be used to spot students with Reading Disability in Malayalam among Upper Primary students. It used secondary data collected from students of Kerala. Students were categorized as dyslexic and low achievers based on their performance in reading, writing and arithmetic tests. Data on performance of normal students were obtained from previous studies. The indices of performance of groups were obtained on 45 academic tasks. Tasks in Malayalam which can be objectively tested, to distinguish learners with dyslexia from normal learners and low achievers were identified. These tasks are related to four factors namely; ordering words according to alphabet, identifying incorrect spelling involving but not limited to glides, spelling of simple vocabulary, and use of symbols for vowels. It is suggested that, if these factors are used along with factors based on &quot;tests in Malayalam&quot; that can discriminate dysgraphic and dyscalculic learners, it will be helping in improving education of learning disabled children in the local context.(Contains 2 tables and 2 figures.)