ethanporcaro/eric-fulltext-meta huggingface dataset:
Creative Writing in Alcohol, Tobacco, and Other Drug Education
Author: Williams, Ronald D., Jr.
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Education,Creative Writing,Drug Education,Alcohol Education,Smoking,Teacher Collaboration,Language Arts,Junior High School Students,Middle School Students,Student Educational Objectives,Writing Assignments

Health educators in elementary and secondary schools should seek collaborations with teachers of other subjects to enhance health education curriculum. The strategy described in this article details a potential collaboration between health education and language arts units. The activity enhances both drug education knowledge gains and creative writing skills among junior high/middle school students.
Show Me Yours: Developing a Faculty-Wide Interdisciplinary Initiative in Built Environment Higher Education
Author: Wilson, Stephanie
Date: 2012-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Learning Experience,Higher Education,Undergraduate Study,Foreign Countries,Sustainable Development,Design,Architecture,Architectural Education,Educational Benefits,Student Educational Objectives,Curriculum Development,Models

In the competitive market of higher education, government funding agencies consider universities accountable for ensuring a better alignment between educational processes, graduate capabilities and real world employability. Workforce leaders have developed new expectations about the capabilities of graduating students, expecting to employ graduates who have more sophisticated understandings of the complexity involved in undertaking projects and working in the field. Graduates are expected to demonstrate well developed inter-professional literacy, be able to successfully navigate across professions in workplaces, and to effectively contribute to large projects involving a diverse range of roles and responsibilities. There is growing awareness within the sector that universities should work in partnership with students to tackle local and global challenges and that often these challenges cannot be addressed adequately by a single discipline. Stone, Bollard and Harbor (2009) note that as society has become more complex, research questions have changed, and the &quot;structures of earlier times no longer accommodate the research needed and the teaching that emanates from this research&quot; (p.322). Increasingly, scholars are looking across traditional disciplinary boundaries in new ways to address socio-cultural concerns. The extent of scholarship into the rise and prominence of interdisciplinary collaboration in higher education, along with the external drivers that support this paradigm in education and practice, shifts discussion within faculties from the &quot;benefits of interdisciplinary approaches to pragmatic questions of how to develop and sustain interdisciplinary programs&quot; (Stone et al. 2009, p.323). This paper describes a framework for the introduction of common learning experiences (CLEs) in the Built Environment Faculty (BE) at the University of New South Wales to more adequately prepare students for future professional settings. The paper discusses the initiative in the context of recent research on interdisciplinary learning and teaching in the built environment and higher education more broadly, and discusses the conditions that are likely to support and sustain the initiative into the future.
Do Learning and Study Skills Affect Academic Performance?--An Empirical Investigation
Author: Griffin, Richard
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Learning Strategies,Measures (Individuals),Study Skills,Gender Differences,Comparative Analysis,Statistical Significance,Student Attitudes,Student Motivation,Time Management,Test Wiseness,Correlation,Anxiety,Student Interests,Attention Control,Cognitive Processes,Self Evaluation (Individuals),Statistical Analysis,Undergraduate Students,Grade Point Average

Universities and colleges are very interested in understanding the factors that influence their students' academic performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 1987) assessment device was administered to 107 students to measure receptivity to several skills and strategies that purportedly enhance a student's ability to learn and successfully perform in an academic setting. The results of this study showed that the LASSI scales dealing with attitude, concentration, information processing skill, motivation, self-testing and review techniques, use of study support techniques, time management, and effective test-taking strategies all correlated positively (with statistical significance) to student GPA. There were also statistically significant differences between males and females in their mean scores for several of the above mentioned LASSI scales. Every LASSI subscale, where females significantly outscored males, positively correlated with superior academic performance (i.e., GPA). However, after controlling for variance explained by the LASSI scores, there were no statistically significant correlations between gender and academic performance. The primary conclusion from this study is that contrary to prior research that suggests that females predominantly outperform males in academics, such differences can be better explained by mediating variables such as learning and study strategies. This debunking of the female stereotype of superior academic performance merely because of gender has pedagogical implications.
Changing Course: Exploring Impacts of &quot;Waiting for Superman&quot; on Future Teachers' Perspectives on the State of Education
Author: Jensen, Aaron
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Educational Change,Educational Attitudes,Documentaries,Educational Practices,Pretests Posttests,Surveys,Focus Groups,Unions,Teacher Effectiveness,Charter Schools,Public Schools,Criticism,Likert Scales,Politics of Education,Mass Media Effects

The controversial video documentary &quot;Waiting for Superman,&quot; released in 2010, has helped to ignite a firestorm of national debate on current educational reforms in the United States. The purpose of this study is to determine the possible impacts of the video documentary &quot;Waiting for Superman&quot; potentially influencing pre-service education teachers' attitudes about education and current educational practices. Twenty-seven pre-service, post baccalaureate, teacher-education students volunteered for this exploratory study which used pre/post surveys and a focus group of six randomly chosen volunteers from the participants to determine what, if any, impact &quot;Waiting for Superman&quot; had on their view on current educational issues. This data suggests that &quot;Waiting for Superman&quot; altered students' pre-existing notions about teachers' unions, the importance of effective teachers, and enhanced their outlook on charter schools over public schools. This study contributes to our growing understanding of how widely disseminated video documentaries can influence attitudes about educational practices among future teachers so as to guide teacher education programs about the possible inclusion of such videos as part of the undergraduate curriculum.
F.A.C.E.S. (Faculty Academic Community Education Showcase): Professional Growth Experiences in a Career University
Author: Colbert, Paul J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Faculty Development,Best Practices,Higher Education,Sustainability,Models,Program Descriptions,Program Development,Program Evaluation,Educational Objectives,Self Evaluation (Groups),Universities,Career Development,Educational Strategies,College Faculty

Institutes of higher education exist for the purpose of developing, fostering, nurturing, and stimulating the intellectual growth and development of students. The core values of a college education provide students conceptual and practical educational opportunities that focus on improving their skills and knowledge. These skills and knowledge translate into purposeful, real-life learning experiences. However, in the academic community, learning is not restricted to students. Faculty, too, must be supported and provided opportunities for personal and professional growth and development. Although professional development is not a novel concept in the education profession, schools often take up the gauntlet, but fall short of running with it. A commitment to share the collective skills, teaching strategies, and experiences of colleagues in the university community should be one of the institution's core values. The need today for academic rigor and the emphasis on accountability and evidence of professional development of teachers have become key components in faculty performance evaluations in both teaching and research higher educational institutional settings. This paper examines how a career university addresses professional development by embracing change in its faculty orientation process at the start of the academic year through the implementation of a faculty development program and sustainable model for building a teaching and learning showcase of faculty talent. The orientation program--F.A.C.E.S. (Faculty Academic Community Education Showcase)--provides a series of interactive seminars conducted by and for full-time faculty at the Johnson &amp; Wales University (JWU) Providence, Rhode Island, campus that mirrors their professional expertise, educational best practices, and career experiences within and beyond the JWU academic community. It examines the program goals and objectives, evidence of its evaluation by participants and administration, and the follow-up programs in place to provide further opportunities throughout the academic year that meet faculty needs to learn and engage in a learning environment that translates into and enhances the learning experiences of their students.
Students Achievements in English at Jordanian Private and Public Schools and Parents Attitudes Towards Teaching Their Children at Private Ones: A Comparative Study
Author: Al-Natour, Amal
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Public Schools,English (Second Language),Academic Achievement,Second Language Learning,Comparative Analysis,Parent Attitudes,Questionnaires,Statistical Analysis,Grade 6

This study aimed at comparing private and public schools in terms of students' achievement in English Language and parents' attitudes towards teaching their children in private schools. To achieve the aim of the study the researchers conducted a test to measure students' achievements in English language and they also distributed a questionnaire among the parents of the students in private schools. The sample of the study consisted of 165 students from two public schools and two private schools, and 66 parents. Means, standard deviations and T-test were used to analyze the results. Results showed that there are statistically significant differences in students' achievement in English language between students of private and public schools in favor of private schools, it also shows that there are statistically significant differences at (a = 0.05) in the parents' attitudes towards teaching their children in private schools due to the academic level, gender, and financial level variables.
Assessing Change in High School Student Information Literacy Using the Tool for Real-Time Assessment of Information Literacy Skills
Author: Kovalik, Cindy L.
Date: 2012-00-00
Type: Journal Articles
Subjects: High School Students,Information Literacy,Information Skills,Quasiexperimental Design,Skill Analysis,Measures (Individuals),Effect Size,Prior Learning,Knowledge Level,High School Seniors,High School Freshmen,Skill Development,Achievement Gains,Pretests Posttests

Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure student IL skills. A total of 201 high school students participated in the study. Paired samples t-test results were mixed for specific TRAILS sub-categories, however, the senior mean for the total TRAILS assessment was significantly higher than the mean the participants earned on the total TRAILS assessment when they were freshman. Cohen's d effect size was 0.61. The significance of the information literacy curriculum is discussed in light of these findings.
The Effects of Training in Timing and Rhythm on Reading Achievement
Author: Taub, Gordon E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Reading Achievement,Reading Improvement,Reading Fluency,Reading Tests,Achievement Tests,High School Students,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Scores,Statistical Significance,Intervention,Statistical Analysis,Language Rhythm,Reading Ability

This study investigated the relationship between improvement in students' timing/rhythmicity and reading achievement. Two hundred eighty high school-age participants completed pre- and post-test measures from the Woodcock-Johnson Tests of Achievement-III (Woodcock, McGrew, &amp; Mather, 2001). Students in the experimental group participated in a timing/rhythm intervention designed to reduce their latency response to a reoccurring metronome beat. Students in the control group participated in traditional classroom activities. The results from the study indicate that after treatment, the experimental group's post-test Broad Reading and Reading Fluency scores were statistically significantly higher than the non-treatment control group's post-test scores.
Using WebQuests in the Social Sciences Classroom
Author: Kachina, Olga A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Sciences,Investigations,Instructional Material Evaluation,Action Research,History Instruction,Literature Reviews,Grade 8,Inquiry,Active Learning,Web Based Instruction,Educational History,Educational Development,Learning Activities,Instructional Effectiveness,Mixed Methods Research,Interviews,Student Surveys,Student Attitudes,Likert Scales,Questionnaires,Multimedia Instruction,Multimedia Materials,Hypermedia,Teaching Methods,Observation

This article investigates if WebQuests have been an effective instructional tool for teaching Social Sciences subjects. In order to obtain an answer to this question, a review of scholarly literature from 1995 to the present has been undertaken and action research in 8th grade U.S. history course was conducted. The literature investigation has shown that WebQuests gained a prominent place as a valuable internet-based and inquiry-oriented teaching/learning tool that develops students' higher-order thinking skills and shifts the classroom toward being more student-centered. However, there has not been sufficient research to establish the effectiveness of this tool. The results of action research conducted in one of the middle schools in Northern California are a small contribution to this discussion.
Students? Perspectives of Bullying in Schools
Author: Gourneau, Bonni
Date: 2012-00-00
Type: Journal Articles
Subjects: Bullying,Student Attitudes,Middle School Students,Empathy,Personality Traits,Victims,Intervention,Peer Relationship,Interpersonal Competence,Student Surveys

Bullying has proven to be a major problem in our society, one that can no longer be ignored. Unfortunately, every day children of various ages leave schools feeling scared, sad, anxious, and embarrassed, which greatly interferes with their ability to learn and to enjoy their childhood. This paper will review literature on bullying as well as the typical characteristics of the bully, the bullied, and the bystander. This paper will also describe a 2011 bullying survey and program that was presented to 500 middle school students by the author. In the Anti-Bullying Presentation, students were given short messages that could easily be remembered in the future when confronted with bullying situations. For example the scars that bullying leaves are like tattoos, everyone comes to school with a bag of chips; some bags are full and some only have crumbs left, everyone can make a decision on what kind of person they want to be in life, or what shirt they want to wear in life, etc. The term pro-respect was also emphasized with the students. If bullying is ever going to be a thing of the past, parents, students, and teachers must collaborate to overcome this epidemic of a lack of empathy for others' feelings amongst today's youth.
Completion Time Dynamics for Master's and Doctoral Studies at Makerere University
Author: Wamala, Robert
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Masters Degrees,Doctoral Degrees,Doctoral Programs,Graduate Students,Time to Degree,Models,Comparative Analysis,Predictor Variables,Regression (Statistics)

This paper examines the dynamics of completion time of master's studies and how such dynamics relate to those of doctoral studies at Makerere University, Uganda. The assessment is based on administrative data of 605 master's degree students at the University in the 2004 and 2005 enrollment cohorts. The total elapsed time from first enrollment to submission of final dissertation copy was adopted as a measure of completion time. A time-to-event approach in a Cox model was applied in the investigations. A median completion time of 3.8 years (range, 1.8-5.9) suggests a delayed completion of studies. The established associations, modeled by a range of candidate, candidature, and institutional variables including discipline area corroborate the results obtained by the analysis of doctoral completion time at the University. The findings suggest that master's completion dynamics mirror those of doctoral studies at the University.
Innovation in the Early College Model: Hartford Magnet Trinity College Academy
Author: Chambers, Stefanie
Date: 2012-00-00
Type: Journal Articles
Subjects: High Schools,Colleges,Higher Education,Partnerships in Education,Student Recruitment,High Achievement,College Bound Students,Academic Achievement,Acceleration (Education),Dual Enrollment,College Preparation,Educational History,College School Cooperation

In June 2011 Trinity College in Hartford, Connecticut entered a partnership with the Hartford Public Schools to launch an innovative early college model of public education. The new Hartford Middle Magnet Trinity College Academy (HMTCA) represents an expansion of the Hartford Middle Magnet School (HMMS) from a 6-8th grade school, into a 6-12th grade academy. Although Trinity has had multiple connections with the middle school, the new high school provides the college an opportunity to help prepare students for college success at Trinity and other institutions of higher learning. The partnership also allows the college to fulfill its commitment to urban engagement at the local level. Finally, it is an opportunity for the college to recruit high-achieving Hartford public school students who might select other colleges. In this paper the early college model designed by Trinity and the Hartford Public schools is presented. A proposal for the best method to measure the successfulness of the partnership is also developed. This innovative evaluation method can be applied beyond HMTCA and applied to other early college high schools across the nation.
Dating Violence among College Students
Author: Iconis, Rosemary
Date: 2013-00-00
Type: Journal Articles
Subjects: Dating (Social),Violence,College Students,Campuses,Intervention,Prevention,Risk,Student Behavior,Behavior Problems,Behavior Change

Dating violence is a significant problem on college campuses. More than one-fifth of the undergraduate dating population are physically abused by their dating partners and an even greater percentage are psychologically abused. Researchers have identified risk factors for college student dating violence. Preventive interventions are strongly recommended.
Impact of Web Technologies on the Student-Lecturer Expert Power Relationship
Author: Alshahrani, Saeed
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Influence of Technology,Electronic Learning,Electronic Libraries,Information Sources,Student Attitudes,Student Surveys,Investigations,Power Structure,Semi Structured Interviews,Questionnaires,Web Sites,Use Studies,Etiology,Interpersonal Relationship,Social Cognition,Mass Media Use,Mass Media Role,Mass Media Effects,College Students

Expert power is that which &quot;comes from having knowledge and expertise in a particular area&quot; (Nazarko, 2004). In the history of the development of higher education, the relationship between the lecturer and the students has changed because of many different factors. Before the Internet and web revolution, the lecturer was the main source of information for his or her students. The web as a modern source of knowledge is now used universally, and this spreading trend may affect the relationship between the lecturer and his students. Understanding the impact of this change appears to be important for improving teaching techniques. Thus, many studies have focused on the effect on students and lecturers of using Internet and web applications. These studies have widely investigated this impact on students' achievements and attitude, and have also shown how the role and performance of faculty have changed. This paper aims to investigate this issue from the students' perspective: what is the impact of using web resources as a source of knowledge on the student-lecturer relationship? How has the fact that students now gain knowledge from websites affected the relationship with the lecturer as a knowledgeable person, that is, the one with the expert power? The participants were 1661 students from 30 universities/educational institutions. The Teacher Power Use Scale (TPUS) was used to collected data along with an open-ended questionnaire. Predictive Analytics Software (PASW) was used to analyze the data, and a thematic analysis was used to analyze data from the open-ended questionnaire.
Desktop Virtualization: Applications and Considerations
Author: Hodgman, Matthew R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Barriers,Computer Software,Computer Networks,Client Server Architecture

As educational technology continues to rapidly become a vital part of a school district's infrastructure, desktop virtualization promises to provide cost-effective and education-enhancing solutions to school-based computer technology problems in school systems locally and abroad. This article outlines the history of and basic concepts behind desktop virtualization and discusses obstacles to implementation and benefits that result from its use in educational settings. A large school district in Maryland was used as an entry point to illustrate the potential gains of utilizing desktop virtualization technology. Through use of Bolman and Deal's (2008) approach to reframing organizations for change, this article aims to explain what implementation of virtualization technology would require in an applied setting and clarify how all parties in the school-based educational arena will benefit from this technology over time. It was concluded that those entrusted with executive decision-making power in America's school systems would be wise to consider employing virtualization technology in their classrooms.