ethanporcaro/eric-fulltext-meta huggingface dataset:
Successful Educational Leadership at High Performing Schools
Author: Wilson, Doris L.
Date: 2011-03-00
Type: Journal Articles
Subjects: Academic Achievement,Instructional Leadership,Educational Change,Principals,School Effectiveness,High Achievement,Educational Objectives,Goal Orientation,Institutional Mission,Educational Environment,School Safety,Student Evaluation,Interprofessional Relationship,Family School Relationship

Successful educational leadership is not a random phenomenon, but an executed success which leaves clues whereby one can discover them. These clues lead to a desired destination--higher student achievement. Essential, non-negotiable elements have been identified. That is, each element has been systemically embedded at schools that have turned from low performing to high performing schools. These six elements/clues have been identified through decades of research and the author's leadership experience as superintendent in both urban and suburban districts. This paper names the actions of successful educational leaders, namely, the site principal, that results in increased student learning and achievement and that can be sustained overtime. These critical elements bring about increased numbers of students who are academically proficient and advanced as defined by the federal NCLB (No Child Left Behind) Act of 2001. Successful educational leaders understand the challenges of change, and they communicate a sense of urgency balanced with patience, persistence and optimism. There are no secrets to successful leadership, and success truly does leave clues. We know what must be done, and we can do the hard work to ensure that every child is successful. Let us share our clues and applaud our successes measured through the lens of students' academic achievement.
How Do University Literature Students Understand the Learning Contents of Sound Taught at School?
Author: Takashi, Kawanabe
Date: 2011-04-00
Type: Journal Articles
Subjects: College Students,Knowledge Level,Acoustics,Physics,Science Education,Secondary School Science,Intuition,Foreign Countries

The present study aims at exploring university students' knowledge of sound, especially their understandings of sound phenomena taught in formal science classrooms at junior high school. The participants are 30 university students attending literary courses. They were selected because they were considered to have had few opportunities to formally learn about sound since junior high school and their understandings would be strongly influenced by everyday experiences. The participants were individually interviewed for approximately 25 minutes and asked to answer the four questions related to sound phenomena, all of which had been taught at junior high school. According to the results, more than half of the participants gave scientifically correct answers in spite of the relatively few opportunities open to them for physics classes. Also, most of the participants who provided scientifically incorrect responses explained their answers based on incorrect intuitive knowledge that seemed to have been acquired through everyday life. The intermediate knowledge was found between intuitive and scientific knowledge. Appended to this document is: &quot;Question for Medium of Sound.&quot; (Contains 2 tables and 2 figures.)
Comparison between Effects in Two Blended Classes Which E-Learning Is Used inside and outside Classroom
Author: Miyaji, Isao
Date: 2011-04-00
Type: Journal Articles
Subjects: Electronic Learning,Student Attitudes,Reading Improvement,Foreign Countries,Lecture Method,Blended Learning,Computer Uses in Education,Teaching Methods,Educational Technology,Independent Study,Comparative Analysis,College Students,Peer Evaluation,Student Journals,Knowledge Level

In cases where e-learning is used mainly outside the class, a lecture is given by lecture slide and a small test is given at the end of the class. Students fill out a problem in a structured notebook by viewing lecture slide materials in the e-learning after a lecture. In cases where e-learning is used during school hours, the outline of class on each day is explained for about 20 minutes using slides. Students then fill out a problem in a structured notebook for about 60 minutes while viewing lecture slide materials in the e-learning. Students are required to learn at their own pace with the aim of improving their understanding of lecture contents. In the two kinds of blended classes, students plan study support systems at the end of the course. Students submit reports and evaluate them mutually. The effects of the two blended classes are compared by significant difference tests. The blended classes by the two methods improve significantly the knowledge degree of technical terms and the students' attitude. No significant differences between the two methods are observed for the knowledge degree of technical terms and the students' attitude as a whole. It is found that activities useful to improve attitude are almost similar to the two blended classes. (Contains 8 tables and 3 figures.) [This research was supported by a grant awarded by the Ministry of Education, Culture, Sports, Science and Technology of Japan.]
Influence of School Climate on Students' Achievement and Teachers' Productivity for Sustainable Development
Author: Adeogun, A. A.
Date: 2011-04-00
Type: Journal Articles
Subjects: Academic Achievement,Foreign Countries,Sustainable Development,Educational Environment,School Culture,Productivity,Secondary Schools,Correlation,Principals,Secondary School Teachers,Secondary School Students,Questionnaires,Developing Nations

The study covers ten secondary schools in Lagos State of Nigeria. The purpose is to ascertain the relationship between school climate and student achievements and teachers' productivity for sustainable development. A total sample of 150 respondents was taken. Ten principals, seven teachers and seven students were randomly picked per school. This implies a total of 15 respondents per school. A multi-itemed SCEQ (school climate effects questionnaire) was used to collect data. A 100% return rate was recorded. The findings show that there is a significant relationship between school climate, performance and productivity. It is strongly recommended that stakeholders of education in the third world nations should take the bulls by the horns by ensuring that good and friendly school climate is put in place, so as to guarantee a sustainable development. (Contains 2 tables.)
A Soft Take-Off in the Direction of &quot;Bologna&quot;
Author: Casaravilla Gil, Ana
Date: 2011-04-00
Type: Journal Articles
Subjects: Higher Education,Models,Educational Innovation,Educational Improvement,Pilot Projects,Students,Teachers,Academic Degrees,International Cooperation,Student Mobility,Mentors,Foreign Countries,Learning,Educational Change

In the 2009-2010 academic year, ten new degrees have begun to be taught at the UPM (Universidad Politecnica Madrid), which is the first group of degrees that this university will offer within the framework of the EHEA (European Higher Education Area). One of these new degrees is the Building Engineering Degree, which was implemented in September 2009 in the EUATM (Escuela Arquitectura Tecnica Madrid). It is the heir to the former Arquitecto Tecnico Degree that will become extinct as the new degree is successively implemented. This paper unveils the strategy that the EUATM management board has designed and is developing, so that the complex process that involves the incorporation of Universidad Politecnica Madrid into the model of &quot;Bologna&quot;, takes place smoothly and with guaranteed success. (Contains 6 figures.)
Integrating Mathematical Modeling for Undergraduate Pre-Service Science Education Learning and Instruction in Middle School Classrooms
Author: Carrejo, David
Date: 2011-04-00
Type: Journal Articles
Subjects: Constructivism (Learning),Mathematical Models,Physics,Science Teachers,Computer Uses in Education,Preservice Teacher Education,Middle School Teachers,Secondary School Science,Science Instruction,Mathematics Teachers,Mathematics Instruction,Scientific Concepts,Educational Technology

Computer-based mathematical modeling in physics is a process of constructing models of concepts and the relationships between them in the scientific characteristics of work. In this manner, computer-based modeling integrates the interactions of natural phenomenon through the use of models, which provide structure for theories and a base for experimentation. Utilizing this method, scientists construct knowledge, and in like manner, students in science construct their understandings in significant ways, addressing their preconceptions and their knowledge of concepts in physics. Project STIMMULIS (Science Teachers Integrating Mathematical Modeling in Undergraduate Learning for Instruction in Schools) provides a mathematical modeling context for pre-service mathematics and science teachers' conceptual and applied understanding of motion. Project STIMMULIS can serve as a prototype for teacher education departments by: (1) providing rich science and mathematics content through a scientific and mathematical modeling based curriculum; and (2) developing, implementing and demonstrating innovative constructivist practices (strategies) for teaching science and mathematics. (Contains 3 tables.)
An Analysis of the Effects of Communication Skills Training Provided to the Mothers of Six-Year-Old Children on the Social Skills of Children
Author: Erbay, Filiz
Date: 2011-03-00
Type: Journal Articles
Subjects: Nursery Schools,Mothers,Communication Skills,Interpersonal Competence,Interpersonal Communication,Skill Development,Program Effectiveness,Parent Education,Child Behavior,Pretests Posttests,Comparative Analysis,Preschool Children,Foreign Countries,Self Control,Listening Skills,Verbal Communication

This study aims to analyze the effects of communication skills training program provided to the mothers on the social skills of their children. The study uses pre- and post- tests control group design. Experiment and control groups consisted of a total of 30 six-year-old children who were enrolled in nursery school. Experiment group consisted of 15 children; control group consisted of 15 children. The mothers of the children in experiment group were provided communication skills training for 13 weeks. SSES (social skills evaluation scale) was administered to the children before and after the training. The results of pre- and post- tests were compared and the effects of mothers' training program on the social skills of the children were investigated. (Contains 5 tables.)
An Investigation into the Impact of School Context on Achievement: A Situational Analysis of Five Western Cape Schools in South Africa
Author: Mushayikwa, Emmanuel
Date: 2009-05-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Environment,Context Effect,Academic Achievement,Secondary School Mathematics,Secondary School Science,Outcomes of Education,Systems Approach,School Administration,Teacher Qualifications,Secondary School Teachers,High School Students,Student Characteristics

The purpose of this study was to generate a snapshot profile of the teaching and learning environment in each of five schools in Cape Town, South Africa. The generated profile would in turn facilitate the identification of critical, localized and systemic factors that might be targeted by a whole school intervention programme to improve the performance of learners in mathematics and science education.  The study used a multi-methods approach incorporating learner questionnaires, teacher interviews, classroom observations, facilities inspection reports and school and education department reports to provide data on the school's operating profile. Focus areas included: (a) the organization of the school, (b) management of the curriculum, (c) delivery of the curriculum and (d) curriculum outputs.  Complexity theory was used as a data analysis tool to isolate key features (attractors) that impacted on output. A TOEWS [(Threat, Opportunity, Expectations, Weakness and Strength)] analysis matrix was then used to determine how these attractors could be harnessed in a positive way so as to enhance learner performance. This was done for each school. Key common features from the schools were then abstracted and used to inform the recommendations for an overall support and intervention programme. The results showed that the schools needed simultaneous intervention and support for: (a) learner motivation; (b) school management, in developing policies that promote academic excellence; (c) re-skilling teachers in content, pedagogy, classroom practice and professional behavior and (d) supporting methods of alleviating critical resource shortages in schools. Appended are: (1) MSEP [Mathematics and Science Education Project] School Profile Inventory; (2) MSEP Activity Reporting Template: Monitoring Report; and (3) Learner Questionnaire. (Contains 33 tables and 1 figure.)
Accuracy of Answers Provided by Digital/Face-to-Face Reference Services in Japanese Public Libraries and Q &amp; A Sites
Author: Tsuji, Keita
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Public Libraries,Reference Services,Library Services,Comparative Analysis,Web Sites,Program Effectiveness,Electronic Libraries,Internet,Access to Information,Electronic Mail,Reaction Time

We asked the same 60 questions using DRS (digital reference services) in Japanese public libraries, face-to-face reference services and Q &amp; A (question and answer) sites. It was found that: (1) The correct answer ratio of DRS is higher than that of Q &amp; A sites; (2) DRS takes longer to provide answers as compared to Q &amp; A sites; and (3) The correct answer ratio of face-to-face reference services in public libraries that provide (do not provide) DRS is higher than (the same as) that of Q &amp; A sites. Considering that a majority of the Japanese public libraries do not provide DRS, the result indicates that Q &amp; A sites and face-to-face reference services are comparable in terms of their ability to answer questions. However, the public libraries that earnestly provide DRS can outperform Q &amp; A sites. (Contains 7 tables and 6 footnotes.)
Analyzing the Engineering Educational Research in Spain: A Global Vision through the Awards of CESEI-IEEE
Author: Plaza, I.
Date: 2011-04-00
Type: Information Analyses
Subjects: Engineering Education,Educational Research,Awards,Doctoral Dissertations,Masters Theses,Periodicals,Conferences (Gatherings),Foreign Countries

CESEI is the acronym of the Spanish Chapter of the Education Society of IEEE (the Institute of Electric and Electronics Engineers). Every year, the CESEI awards a prize for the best doctoral thesis and FDP (final (master) degree projects) about education. The thesis or the project must be developed in the areas of electrical engineering, electronics, telecommunication engineering or informatics. The authors carry out research or design technological applications related to education in such areas. During the four editions of the competition, 136 projects have been presented. This number enables to get a general vision about the research in Spain in this field of knowledge. The main objective of this paper is to show the results of the analysis of these 136 documents, for instance, subjects covered or conferences and journals chosen by authors in order to publish their results. This paper tries to provide a complete picture about the educational research in Spain developed in the IEEE areas. (Contains 4 tables and 3 figures.)
Triadic Dialogue: An Analysis of Interactions in Multilingual Mathematics Primary Classrooms
Author: Sepeng, Percy
Date: 2011-04-00
Type: Journal Articles
Subjects: Video Technology,Classroom Communication,Multilingualism,Ethnography,Foreign Countries,Mathematics Instruction,Teaching Methods,Social Influences,Cultural Influences,Elementary School Mathematics,Observation,Interaction,Language of Instruction

This paper seeks to explore at least one aspect of interactional practices in two different multilingual mathematics classroom contexts with learners drawn from different socio-cultural backgrounds. The data collection strategies for this ethnographic study of multi-age primary multilingual mathematics classrooms (with learners aged 12-14) in the EC (Eastern Cape) province of SA (South Africa) included classroom observations, audio-recordings, video tapes and field notes. This study is framed by communicative and socio-cultural perspective (Lemke, 1995; Vygotsky, 1987) for analyzing dialogical interactions in these classes. The results of this study raise awareness of how some pedagogical practices of classroom engagement could be socially predetermined to serve as contributory factors of either effective or ineffective participation in classroom dialogue. Utterance is seen as the basic unit of analysis, and the triadic view implies that the pattern, content and the use of the utterance are mutual, reciprocal and hence triadic. In brief, the findings of this study indicate that even the dominating discourse structure has the form of a triadic dialogue, classrooms can be places in which knowledge is dialogically co-constructed.
Perceived Social Support from Friends as Determinant of Loneliness in a Sample of Primary School
Author: Kalkan, Melek
Date: 2011-04-00
Type: Journal Articles
Subjects: Social Support Groups,Emotional Adjustment,Peer Groups,Measures (Individuals),Regression (Statistics),Correlation,Psychology,School Counselors,Friendship,Peer Relationship,Elementary School Students,Predictor Variables,Psychological Patterns,Foreign Countries

The peer group is the important social network in children's lives and has a high predictive value of an individual's later social and emotional adjustment. Therefore, the aim of this study is to examine the perceived social support from friends as predictor of the loneliness for primary school students. Two tools were used for data gathering. &quot;Social Support Appraisals Scale for Children and Adolescents&quot; used to evaluate the perceived social support from friends was developed by Gokler (2007). &quot;The Children's Loneliness Scale&quot; used for determining the level of loneliness of the children was developed by Kaya (2005). The study was carried out at three different socioeconomic statuses in Samsun. The sample of 222 primary school students (n = 132 girls, n = 90 boys) was selected randomly among three-to-six-year primary school students. The average age of the students was 9.73 (S = 0.81). As a statistical analysis method, Pearson correlation coefficient and linear regression analysis were used. The results of the Pearson product-moment correlation coefficient showed that perceived social support from friends was related to loneliness (r = -0.55, p less than 0.01). The results of the regression analysis indicated that perceived social support from friends predicted significantly children's loneliness (R[superscript 2] = 0.31, t = -9.87). The implications for school psychological counselors can be derived from the findings of this study. This study may help school counselors in order to provide preventive psychological help and to plan appropriate training programs at psychological counseling services for schools. (Contains 1 table.)
A Novel Approach for Enhancing Lifelong Learning Systems by Using Hybrid Recommender System
Author: Kardan, Ahmad A.
Date: 2011-04-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Lifelong Learning,Internet,Individualized Instruction,Web Based Instruction,Computer System Design,Search Engines,Programming,Integrated Learning Systems,Program Descriptions

The majority of current web-based learning systems are closed learning environments where courses and learning materials are fixed, and the only dynamic aspect is the organization of the material that can be adapted to allow a relatively individualized learning environment. In this paper, we propose an evolving web-based learning system which can adapt itself to its learners. More specifically, the novelty with respect to the system lies in its ability to find relevant content on the web and its ability to personalize and adapt this content based on the system's observation of its learners and the accumulated ratings given by the learners. Hence, although learners do not have direct interaction with the open web, the system can retrieve relevant information related to them and their situated learning characteristics. Lifelong learning scenarios have particular differences in their need for personalized recommendations that make not possible reusing existing general approaches of recommender systems. The paper describes those challenges and presents a hybrid proposal that combines different recommendation techniques to navigate the learner in a learning process and make lifelong learning systems personalized. (Contains 1 table and 6 figures.)
&quot;Turkish Five&quot;: Their Contributions to Contemporary Piano Music and Piano Education in Turkey
Author: Akbulut, Sirin
Date: 2011-03-00
Type: Journal Articles
Subjects: Undergraduate Study,Music Education,Musicians,Foreign Countries,Music Teachers,World History,Musical Composition,Musical Instruments,Teaching Methods,Literature Reviews,Interviews

First musicians using polyphony and homophony in their compositions can be seen during the 19th century in Turkey. These talented amateur composers, who worked in simple forms, such as marches or educational music, were not actually professional composers but either orchestral or choral directors. Later, during the Republic period (after 1923), &quot;Turkish Five&quot; emerged. &quot;Turkish Five&quot; consisted of professional composers who were educated in Europe and learned western musical forms. These musicians, according to their birth years, are Cemal Resit Rey (1904-1985), Hasan Ferit Alnar (1906-1978), Ulvi Cemal Erkin (1906-1972), Ahmet Adnan Saygun (1907-1991) and Necil Kazim Akses (1908-1999). &quot;Turkish Five&quot; achieved important accomplishments and did significant contributions to Turkish contemporary music in 30-40 years with their efforts. While doing this, they used over 500-year old musical legacy of the West. At the beginning, these musicians used Turkish folk tunes and their rhythmic and modal system, however, later, they began to use &quot;impressionism&quot;, &quot;neo-classicism&quot; and finally &quot;atonalism&quot; in their music. In the current study, the contributions of &quot;Turkish Five&quot; to contemporary Turkish piano music and their approaches to piano education were examined via literature review. After an extensive research with the literature on the topic, the researcher has interviewed with six piano teachers from different music institutions in Turkey (including two schools of fine arts, two conservatories and two music teacher training schools). During these interviews, the contributions of the &quot;Turkish Five&quot; were examined based on &quot;relativity&quot; and &quot;local to global&quot; principles in education, and the researcher has searched for the ways to use more of their music in piano education through the interviews. Therefore, the main purpose of the study was to discover ways to implement more of the music by &quot;Turkish Five&quot; in piano education in Turkey and to find solutions for the existing problems in the use of such music. Undergraduate Curriculum of Music Teacher Training Programs (2006) is appended. (Contains 12 figures.