ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Motivation among Urban &amp; Rural Students: A Study on Traditional vs Open Education System in India
Author: Singh, Shashi
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Traditional Schools,Rural Education,Urban Education,Rural Urban Differences,Student Motivation,Undergraduate Students

Higher education today is being viewed as a tool to achieve prosperity and high living standards. It is thus looked upon as a service to the society and a powerful weapon to change the society for its betterment. Motivation plays a crucial role in learning. Motivation energizes the behavior of the individual. It also directs the behavior towards specific goals. It helps in acquisition of knowledge, develops social qualities, increases initiation of persistence in activities, leads to improved performance and develops a sense of discipline in the individual. This paper aims to compare Open Education System and Traditional Education System with respect to Academic Motivation of students towards the two types of education systems. This paper also tries to compare the academic motivation of rural and urban based students. It has been found in this paper that there is significant different in Academic Motivation among students of the two types of education systems. The significant difference in academic motivation has also been found in urban and rural based students, compared between the two systems. The paper has also forwarded some suggestions which may be considered by the policy makers and administrators of OES to help increase the academic motivation of students of OES. (Contains 8 tables.)
Trends towards Distance Education of Nursing Education in Turkey
Author: Senyuva, Emine
Date: 2011-10-00
Type: Journal Articles
Subjects: Nursing Education,Distance Education,Foreign Countries,Educational Technology,Educational Opportunities,Computer Uses in Education

The contemporary world, developments, changes, transformations, globalization, information and communication technologies developments, diversification of the educational environment and life-long education to become compulsory in education, learning-teaching process efficiency and effectiveness in their discussion raises, while the educational technology, the concept was put forward. With the concept of educational technology and communication technologies bigi be used effectively in the field of education has become compulsory. Next to this case, the individual's formal education at any time and anywhere access to educational programs that allow participation distance education has led to the need to. In today's world rapidly changing, evolving and increasingly complex area of a state health care services, nursing education from the issuing institution, advanced human and professional members of the advanced characteristics and has adopted the lifelong development of nurses are required to have graduated. Resources in this direction was examined, the distance education of nurses after graduation various vocational courses, certificate programs until completion and graduate degree (master and PhD) education in maintaining the successful results to indicate. Therefore, distance education, nursing education to university level upgrade accelerated nursing education experienced in the quality-quantity to the solution of the problem, the continuity of nursing education and contribute to the professional will provide a large group of educational opportunities will be taken into consideration must be considered and appropriate studies, arrangements should be made.
Nature of Teacher-Students' Interaction in Electronic Learning and Traditional Courses of Higher Education--A Review
Author: Malik, Sufiana Khatoon
Date: 2011-10-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Interaction,Critical Thinking,Conventional Instruction,Intermode Differences,Literature Reviews,Teacher Student Relationship,Educational Opportunities,Aptitude Treatment Interaction,Moral Values,Interpersonal Competence,Interpersonal Communication,Network Analysis

Present paper explores differential teacher-student interaction in electronic learning (el) and in face to face traditional learning (tl) courses at higher education. After thorough study literature available and getting information from university teachers teaching el and tl courses about the nature of teacher-students interaction in both modes it was found that teacher-students interaction is significantly different in el and tl higher education courses. There are fewer opportunities for developing students' moral judgment, critical thinking, communication and interpersonal skills in teacher-students interaction in el courses at higher education level. Courses of tl do provide opportunities to students for developing their developing moral judgment, critical thinking, communication and interpersonal skills through face to face interaction with the teacher in direct communication and group discussions on past and current issues along with learning achievement. Arrangement for conducting local educational conference for some e. courses may arrange and participation in such conferences for e. learners may be made mandatory for qualifying a particular degree. El course may be redesigned and practical activities may be incorporate for developing in students' moral judgment, critical thinking, communication and interpersonal skills.
Adapting on Demand Examination System in National Open University of Nigeria End of Semester Examination
Author: Okonkwo, Charity Akuadi
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Open Universities,Distance Education,Program Development,Educational Development,Access to Education,Evaluation Methods,Developing Nations,Computer System Design,Technology Integration,Educational Technology,Computer Software,Internet,College Instruction,Educational Policy,Computer Assisted Testing,Integrated Learning Systems,Open Source Technology

Teaching-learning process is incomplete without effective and meaningful assessment of students learning outcomes. This applies to both conventional modes of education as well as to open and distance learning modes. So far, conduct of examinations at the National Open University of Nigeria (NOUN), has been cumbersome and be-decked with &quot;hydra headed&quot; problems, such as: dearth of skilled academics, finances, prompt marking of scripts and collation/processing of acceptable results leading to release of incomplete or meaningless results. Hence the need for re-engineering the examination process at the NOUN. This paper discusses the On Demand Examination System (ODES), an Information Communication and Technology (ICT) based innovation which enables the assessment of students, as at and on their own readiness and demand. But, opined that NOUN can make better use of ODES by convenient adaptation and use of the ODES software functionalities and processes. The ODES can be used to handle the challenging examination processes such as generating items that could be administered to students as a group at the End of Semester Examination. The results of the examination can then be timely processed and released following the laid down procedures already entrenched by the use of the software to overcome most of the burden experienced so far. Since, the institution, the students and even the staff are not technologically ready for On Demand Examination for now. (Contains 1 table and 1 figure.)
Relationships between Open Education Students' Economic Profiles and Their Use of Internet in Education
Author: Nartgun, Senay
Date: 2011-10-00
Type: Journal Articles
Subjects: Foreign Countries,Unemployment,Student Employment,Online Courses,Profiles,Internet,Open Universities,Adult Students,Computer Mediated Communication,Distance Education,Web Based Instruction,Computer Use,Educational Technology,College Instruction,College Students,Student Characteristics,Educational Policy,Student Surveys,Economic Status,Family Income,Access to Education,Access to Computers

The study aims to identify the economic profiles of Open Education Faculty students and to determine the relationship between their economic profiles and the following of online courses using Internet. In the study survey model was used. The population of the study was composed of 4652 Anadolu University Open Education Faculty students who live in Bolu. Sample of the study consisted of 361 students randomly selected from research population. Data were obtained by surveys. Some of the research findings are as follows: the income levels of parents for both unemployed and single and employed students are in the range of 0-1300 TL. Since almost all the mothers are housewives, they do not have separate incomes. Fathers for both unemployed and single and employed students are commonly workers, retired individuals, self employed individuals and public officials. Meaningful relationships were observed between the economic profiles of employed students which include opportunities such as having access to a computer at the workplace or owning one at home and following the classes through Internet. (Contains 38 tables.)
In Pursuit of Educational Justice and Liberated Hearts
Author: Mirci, Philip S.
Date: 2008-00-00
Type: Journal Articles
Subjects: Social Justice,Doctoral Programs,Leadership Training,Instructional Leadership,Cultural Pluralism,Educational Administration,Administrator Education,Competency Based Education,Values Education,Social Values,Moral Development,Moral Values,Professional Identity,Beliefs,Transformative Learning,Self Efficacy,Trend Analysis,Politics of Education,Reflection

This article contributes to a discussion about educational leadership programs related to social justice and diversity. It focuses on the development of social justice leaders through a doctoral program that culminates in a Doctorate in Educational Justice. The program's design is intended to empower graduates to act with hearts liberated through moral courage and competency in social discourse as a form of identity.
Recruitment and Retention of Quality Principals: Essential for Successful Schools
Author: Browne-Ferrigno, Tricia
Date: 2008-00-00
Type: Information Analyses
Subjects: Principals,Administrator Effectiveness,Administrator Education,Admission Criteria,Student Recruitment,Job Placement,Barriers

Two significant problems attend principal preparation today: the quality and experience of candidates for preparation and the "y'all come" attitude of programs driven by demands for enrollments. These issues are abetted by a long history of non-selective practices in accepting candidates into preparation programs and the distinct lack of systematic recruitment of the best possible candidates for principalships, particularly for urban and other schools with low-achieving student populations. Further, issues related to preparation provided for countless numbers of people who never use their credentials suggest significant changes in how candidates are recruited and selected. (Contains 2 tables.)
District Office Leadership: Hero or Villain?
Author: Leon, Ronald
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Administration,School Districts,Educational Change,Leadership,Superintendents,Academic Achievement,Accountability,Leaders,Achievement Gap

For decades, school district offices, superintendents and school boards have been cast as &quot;villains&quot; in the drama of school reform and raising student achievement. This article presents research encompassing a different view of district leadership as the possible &quot;hero&quot; in these efforts. Recent studies by Harvard University (2007), Springboard Schools (2006), Mid-Continent Research for Education and Learning (2006), Marzano and Waters (2006), and The Wallace Foundation (2005), provide an insightful view of those best practices that support school and district wide improvement efforts. This article summarizes the key findings of each study and their similarities that include: (1) leadership, (2) coherence and alignment, (3) focus, (4) people resources, (5) teaching and learning and (6) balanced autonomy. The studies provide clear implications for programs that prepare future leaders in educational administration.
What Teachers Want in Their Leaders: Voices from the Field
Author: Miller, H. Jim
Date: 2008-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Administrator Role,Educational Improvement,Teacher Administrator Relationship,Needs Assessment,Trust (Psychology),Justice,Human Dignity,Resource Allocation,Time Management,Power Structure,Administrator Responsibility,Faculty Development,Teacher Effectiveness

Educational leaders are faced with a moral, ethical and practical need for improving schools. Together leaders and teachers are searching for ideas, strategies and ways in which to turn around failing schools. Education, of course, is all about people who want the best for their students. In this article we discuss what teachers want in leaders and how trust, respect, time and resources can pave the road to teacher effectiveness and ultimately school improvement. (Contains 1 figure.)
Looking Within: Examining Positive Relationships and Healthy Organizational Cultures in Departments of Educational Leadership
Author: Orozco, Linda
Date: 2008-00-00
Type: Journal Articles
Subjects: Colleges,School Culture,Educational Administration,Departments,Organizational Effectiveness,Instructional Leadership,College Faculty,Leadership Effectiveness,Prosocial Behavior,Cooperation,Governance,Power Structure,Group Dynamics,College Role,Educational Environment,Teamwork,Academic Freedom,Trust (Psychology),Interpersonal Relationship,Theory Practice Relationship,Teacher Administrator Relationship,Administrator Evaluation

Effective leadership begins with positive relationships and a healthy organizational culture. How well do professors of educational leadership model such leadership ideals within their own universities, departments, and work environments? This article addresses the critical need for professors of educational leadership to look within and determine if they are modeling that which they are teaching in their classes. It focuses on the academic environment of professors who are preparing and developing today's school leaders. Using the important concepts of academic freedom and shared governance, this article offers a theoretical construct and practical application for assessing departments of educational leadership. Just how collaborative, safe, supportive, productive, and creatively vibrant are our own professional environments? (Contains 1 table.)
The Employment Portfolio
Author: Fanning, Michael C. P.
Date: 2008-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Visual Aids,Attitudes,Differences,Teacher Educators,Central Office Administrators,School Districts,Decision Making,Professional Development,Teaching (Occupation),Job Applicants,Teacher Selection,Constructivism (Learning),Employment Qualifications,Questionnaires,Likert Scales,Evidence

For nearly twenty years the educational community has utilized portfolios as a method of monitoring the growth and development of candidates earning certification as educators and as school leaders. Professors in the field of education have encouraged their students to share these portfolios with public school hiring officials. There is a belief by some individuals in the field that these documents provide evidence of a candidate's skills, knowledge, and personal characteristics. This article (1) examines the use of the employment portfolio, (2) compares and contrasts the views of professors in the field of education and hiring officials, and (3) offers suggestions for new teachers and school leaders on how to construct an employment portfolio which will be recognized and applauded by prospective employers. (Contains 2 tables.)
Taking Leadership in Initiating a Comprehensive US International Education Policy
Author: Lad, Kaetlyn
Date: 2008-00-00
Type: Journal Articles
Subjects: International Education,Educational Policy,Foreign Countries,Global Approach,Global Education,Foreign Policy,Policy Formation,Advocacy,Change Strategies,Educational Change,Cultural Pluralism,Performance Factors

A first step to ensuring that emerging school leaders possess the dispositions and skills necessary to be successful in a global community is for educational leaders to take initiative in moving toward a comprehensive Us International Education Policy. This article introduces possible steps to initiate such a policy.
You Don't Know What You Don't Know: Choices for School Administrators When Crisis Hits
Author: Low, Lori L.
Date: 2008-00-00
Type: Journal Articles
Subjects: School Security,Violence,Death,Crisis Intervention,Crisis Management,Administrators,School Administration,Administrator Role,Social Support Groups,School Culture,School Role,Psychological Patterns,Student Needs,Well Being,Mental Health,Teamwork,School Psychologists,Deans,Vignettes,Interviews,Leadership Effectiveness,Emergency Programs

School leaders carry great responsibility when a crisis occurs. Understanding the significance and use of school crisis teams is vitally important and often unknowingly overlooked. This article examines the crucial role of school leaders when a crisis event occurs. Through combining existing research, case vignettes of actual events, and interviews with leaders, it is hoped that the gap between the unknown and the known is decreased and potential choices are increased.
No Child Left Behind and the Definition of Proficient: What Should School Leaders in California Know about the Definition of Proficient?
Author: James-Ward, Cheryl
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Evaluation,Federal Legislation,Definitions,Academic Standards,State Standards,Academic Achievement,Achievement Rating,Educational Administration,Outcome Measures,Educational Policy

With the enactment of No Child Left Behind, districts across the country have been consumed with ensuring that students are proficient in math and reading. However, by the very nature of the law, the definition of &quot;proficient&quot; varies from state to state as well as within states. Since countless resources are being poured into this endeavor and since there are extreme sanctions for schools and districts that are not meeting the Annual Measurable Objective (AMO), which dictates the percentage of students that must be proficient each year, the definition should be clear.
A Close Look at Six Super Star Principals: Implications for Educational Leadership and Administration Programs
Author: Streshly, William A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Principals,Elementary Schools,Administrator Role,Instructional Leadership,Leadership Effectiveness,Success,Educational Research,Research Methodology,Evidence,Administrator Behavior,Administrator Characteristics,Context Effect,School Effectiveness,Effective Schools Research,Leadership Training,Educational Change,Interpersonal Communication

This discussion focuses on a research project designed to identify critical leadership behaviors and characteristics of very successful elementary school principals. The project which ultimately became a book published jointly by the National Association of Elementary School Principals and Corwin Press used research methodology inspired by Collins' work (2001) to analyze a series of intensive conversations with six highly successful principals. The goal was to find out more about what superstar principals do well. The purposes of the project were to gain insights in order to improve educational leadership programs and to shed light on the type of preparation that makes a great school administrator. Open-ended qualitative interviews were used to identify recurrent patterns as described by Merriam (1998). The discussion concludes with a summary of implications of this research for improvement of educational leadership programs.
Leadership Connectors: A Theoretical Construct for Building Relationships
Author: Hensley, Phyllis Ann
Date: 2008-00-00
Type: Journal Articles
Subjects: Organizational Culture,Academic Achievement,Instructional Leadership,School Personnel,Educational Environment,Administrators,Interprofessional Relationship,Teacher Student Relationship,Interpersonal Communication,Caring,School Safety,Competence,Professional Development,Trust (Psychology),Educational Administration

This article provides a model for developing and sustaining relationships that can lead to ongoing school academic success. Leaders can successfully engender positive relationships and develop healthy organizational cultures that advance powerful teaching and learning by focusing on the six relationship connectors described in this article. As professors of educational leadership, we can influence what happens in schools and we can assist practicing and aspiring leaders in developing healthy organizational cultures which are safe, collaborative, and creatively vibrant. We can help them manage highly contentious political environments with moral integrity and sensitivity to individual and group relationships. In addition, we can help them develop mutual trust, respect and support among all school employees in order to increase student achievement and create an environment in which all employees and students are successful.
Aspiring to a Continuous Learning Ethic: Building Authentic Learning Communities for Faculty and Administration
Author: Frick, William C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Educational Change,Professional Development,Ethics,Academic Achievement,Instructional Improvement,Academic Standards,Cooperation,Student Teachers,Administrators,Teachers,Accountability,Communities of Practice

An intentional, active and self-regulated approach to professional growth results in improved instruction and higher levels of student achievement over time. School systems that aspire to a continuous learning ethic socialize educators to act on the assumption that all students and all educators are capable of learning and reaching high standards. This article explores the emergence of the notion of a continuous learning ethic within sustainable educational reform, and the experiences of three school districts in introducing, nurturing and building collaborative learning for teachers, student-teachers and administrators. The central phenomenon explored in this article is the powerful role that sustained professional development is playing in education reform efforts and how school leaders are utilizing a continuous learning ethic in forms of adult learning within the context of work. Also, specific practical applications of professional development initiatives that strive to instill a moral purpose for continuous learning are examined and critiqued. (Contains 1 footnotes.)
Using Collaborative Inquiry to Transform Teaching, Learning, and Inquiry about Leadership: The Transformational Learning of Our Educational Leadership Faculty Team as We Developed Assessments for an Equity-Centered Pedagogy
Author: Collay, Michelle
Date: 2009-00-00
Type: Journal Articles
Subjects: Action Research,Transformative Learning,Instructional Leadership,Faculty,Inquiry,Cooperation,Equal Education,Communities of Practice,Educational Practices,Data Collection,Facilitators (Individuals),Adult Learning,Administrators,Educational Assessment

This article describes the transformational learning of our educational leadership faculty team as we developed assessments for an equity-centered pedagogy. This piece is taken from a larger study of new leaders' action research projects. The Equity Plan is designed to disrupt inequitable schooling practices by engaging students of educational leadership in identifying a challenging equity concern at their site, collecting relevant data, enacting a collaborative inquiry cycle, and creating recommendations to address the concern. In designing, refining and examining the pedagogy, we as faculty members interrogated our own practices as we moved from instructors of students to facilitators of equity-focused leadership actions by school leaders.