ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship among Family Support, Love Attitude, and Well-Being of Junior High School Students
Author: Wu, Ho-tang
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Family Environment,Family Relationship,Emotional Response,Well Being,Junior High School Students,Gender Differences,Age Differences,Family Structure,Socioeconomic Status,Attitude Measures,Questionnaires,Foreign Countries,Regression (Statistics),Pretests Posttests

This research aims to analyze the correlation between family support, love attitude, and well-being of junior high school students. After analyzing related literature, it is found that demographic variables like gender, grade, family structure, socioeconomic position have difference in perception of well-being. In addition, family support and love attitude has correlation with well-being as well. In order to accomplish the research purpose, this study extracted 686 junior high school students as the research subjects to conduct the home-edited youngster's family support scale, love attitude scale, and well-being scale. The three scales have all been pretested, and have good reliability and validity. We analyzed the then current condition of the collected effective questionnaire data with hierarchical regression to understand the explanatory power of the four demographic variables--gender, family support, love attitude--for well-being. The results show: 1. Junior high school students' family support, love attitude, and well-being reaches middle to high level. 2. The explanatory power of the four demographic variables-- gender, grade, family structure, and socio-economic status--is 2.40% in respect with well-being. 3. The explanatory power of love attitude for well-being is 4.00%, and the total explanatory is 34.70%. According to the research findings, this research suggests that 1. Parents should provide more affection support. 2. Grade-12 students should deal with pressures from the heavy schoolwork. 3. The studies in the future cam further explore and analyze the factors that influence well-being.
Student Academic Freedom in Egypt: Perceptions of University Education Students
Author: Zain-Al-Dien, Muhammad M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Freedom,Student Attitudes,College Students,Student Surveys,Questionnaires,Gender Differences,Institutional Characteristics,Statistical Analysis,Likert Scales

The purpose of the present study was to investigate student academic freedom from the university education students' point of view in Egypt. This study adopted a survey research design in which the questionnaire was the main data collection instrument. The study participants comprised 800 university education students in Egypt. The result of the study reveals that student academic freedom in Egypt is at moderate level. In general, findings show that student academic freedom is not sorely lacking in the Egyptian universities. Additionally, the study found that there were statistically significant differences in the level of student academic freedom among participants that can be attributed to gender, type of the college and type of the university. The study concludes that many students in Egypt experience some doubt about their academic freedom, creating an uncertainty and instability that presents new challenges for the university administration in Egypt. Serious work still remains in Egyptian universities about a student academic freedom that might help broaden Egyptian students' understandings of the world and their own circumstances.
The Effectiveness of Teaching Methods Used in Graphic Design Pedagogy in Both Analogue and Digital Education Systems
Author: Alhajri, Salman
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Graphic Arts,Art Education,Electronic Learning,Qualitative Research,Case Studies,Conventional Instruction,Creative Development,Innovation,Undergraduate Students,Foreign Countries

Purpose: this paper investigates the effectiveness of teaching methods used in graphic design pedagogy in both analogue and digital education systems. Methodology and approach: the paper is based on theoretical study using a qualitative, case study approach. Comparison between the digital teaching methods and traditional teaching methods was described. Results: the paper illustrated the promises of developing creativity and innovation potentials within graphic design students, highlighted the responsibility of design educators and graphic design students in this improvement. It evaluates the importance of principles found in traditional teaching methods. This paper suggests a set of recommendations and strategies that can enhance various intellectual and physical skills. Conclusions: the study suggests a set of recommendations to develop a framework that would be ideal in developing a new curriculum of graphic design teach for undergraduate students.
Politics of Policy: Assessing the Implementation, Impact, and Evolution of the Performance Assessment for California Teachers (PACT) and edTPA
Author: Reagan, Emilie Mitescu
Date: 2016-01-25
Type: Journal Articles
Subjects: Politics of Education,Educational Policy,Program Evaluation,Program Implementation,Performance Based Assessment,Summative Evaluation,Teacher Evaluation,Teacher Education,Literature Reviews,State Policy,Formative Evaluation

Summative performance assessments in teacher education, such as the Performance Assessment for California Teachers (PACT) and the edTPA, have been heralded through polices intended to enhance the quality of the teaching profession and raise its stature among other professions. However, the development and implementation of the PACT, and subsequently the edTPA, have not been without controversy and debate. The purpose of this article is to assess the implementation, impact, and evolution of the PACT and edTPA. To do so, we review the growing body of literature on the impact and implementation of the PACT and critically analyze the state policies surrounding the edTPA. We raise questions about policy and practical implications of the evolution of the PACT and edTPA.
Using Constructivist Teaching Strategies to Enhance Academic Outcomes of Students with Special Needs
Author: Akpan, Joseph P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Constructivism (Learning),Special Needs Students,Special Education,Outcomes of Education,Academic Achievement,Educational Legislation,Federal Legislation,Student Evaluation,Teacher Education,Standardized Tests,Scores,Achievement Gains,Educational Policy,Policy Analysis,Personal Autonomy,Educational Philosophy

Over the past decades many teaching strategies have been proposed by various educators to improve education of all students including students with special needs. No single one of these proposed teaching strategies meets the needs of all students. The new Every Student Succeeds Act, successor to No Child Left behind Law, which transfers oversight from federal level back to states, could be a benefactor for constructivism and special education. Educators are also optimistic that the new Every Student Succeeds Act will be better for vulnerable students in special education because it will introduce more flexibility in how individual states carry out evaluation of students and teachers. In addition, it will provide more flexibility on testing and adapt the curriculum to student's needs. It would further reduce time and energy for students preparing for standardized tests or statewide exams. It will also end &quot;Adequate Yearly Progress&quot;--a measure that required schools to show test score gains. Constructivist teaching philosophy is all about accepting student autonomy where student thinking drives the lessons, where dialogue, inquiry, and puzzlement are valued and assessing student learning is in the context of teaching. It helps teachers to draw on new ideas as they make decisions about which teaching techniques are most appropriate for all students to learn. Now is the time to revisit the great debate of constructivism versus teacher-centered instruction and special education. Time has come to effectively explore our educational system and examine the core unit of the whole enterprise, the textbook, the classroom, a setting that is often dominated by teacher talk and students listen.
Despite Best Intentions: A Critical Analysis of Social Justice Leadership and Decision Making
Author: DeMatthews, David E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Social Justice,Decision Making,Principals,Urban Education,Social Theories,Cognitive Ability,Values,Ethics,Reflection

The purpose of this article is to explore the relationship between social justice leadership and organizational decision making in order to make recommendations for how principals can make more socially just decisions in difficult school contexts. This article begins with a discussion of social justice leadership, facets and theories associated with social justice, and how facets can be contradictory and problematic in practice. Then, rational choice theory is presented to detail key assumptions and criticisms that are associated with decision-making in complex organizations. Next, rational choice theory is utilized as a straw man for analyzing principal decision-making in complex organizations in order to highlight how competing facets of social justice or inherent leadership dilemmas can arise and complicate decision-making. This article concludes with practice oriented recommendations for principals and other leaders seeking to create more socially just schools.
Catholic Education for Mexican Americans in Los Angeles: A Brief Historical Overview
Author: Lopez, Eduardo F.
Date: 2016-01-00
Type: Journal Articles
Subjects: Catholic Schools,Mexican Americans,Educational History,Clergy,Educational Innovation,Educational Development,Churches,Catholics,Acculturation,Economic Factors,Political Influences,Institutional Mission,Religious Education,Immigrants,Political Attitudes

This article explores the historical development of Catholic schools for Mexican Americans in Los Angeles, California. It provides a brief overview of events spanning the 1700s to the 1970s, with particular attention placed on examining the administration of Cardinal James Francis Aloysius McIntyre from 1948-1969. While his predecessor, Archbishop John Joseph Cantwell, was responsible for laying the foundation of Catholic education in Los Angeles and introducing several innovations, it was under the direction of Cardinal McIntyre that Catholic schooling experienced its most significant growth and evolution. A critical examination of this history reveals a complex and contradictory relationship of the Catholic Church with Mexican American communities. At times the Church built welcoming and affirming educational institutions; at other moments, however, it built schools that served to deculturalize and assimilate the Mexican American community in ways that worked to reproduce the political and economic interests of the dominant society.
Implementing a One-to-One Technology Initiative in Higher Education
Author: Fridley, Daryl
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Access to Education,Educational Technology,Technology Planning,Technology Uses in Education,Educational Change,Strategic Planning,Decision Making,Stakeholders,Investment,Appropriate Technology,Sustainability,Faculty Development,Staff Development,Handheld Devices

This paper describes the process of conceptualizing and implementing a one-to-one technology initiative at a regional comprehensive university. Organized around the principle that sustainable change requires attention to clear, justifiable goals, attention to key decisions, the development of stakeholder investment, adequate training, building appropriate infrastructure, and a concern for sustainability, the authors provide specific examples detailing how the change initiative in which they participated addressed each of those areas.
Mediating Teachers as Learners: Conversations from Shared Experience
Author: Watkins, Paul
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Adult Learning,Beginning Teachers,Principals,Transformative Learning,Teacher Effectiveness,Feedback (Response),Learning Theories

Race to the Top mandates, much like other comprehensive reforms before, focuses on teacher quality and student outcomes. Measuring teacher quality, under Race to the Top reforms, remains a subject of uncertainty, particularly measuring for improvement. This article argues that a central purpose of classroom evaluation is to provide supportive, targeted feedback by differentiating teachers as learners. Drago-Severson and Mezirow offer a framework for adult learning that overlays this theoretical analysis. The three cases explored for this article demonstrate levels of adult learning among teachers, directing the novice to addressing the fully formed transformational learner. The cases promote professional learning as both social and reflective.
The Inclusive Education in Europe
Author: Manzano-García, Beatriz
Date: 2016-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Policy,Computer Software,Laws,Qualitative Research,Cultural Differences,Social Values,Moral Values,Educational Legislation,Immigration,Educational Needs,Immigrants,Cultural Influences,Foreign Countries,Civil Rights,Cross Cultural Studies

One of the phenomena that is of most concern to educational policy in Europe is immigration due to the fact that this is the source of new educational needs. This research looks at how European educational legislation deals with this topic. For this intercultural values that make inclusive education will be evaluated, we will analyze intercultural values in 32 laws. The qualitative analysis will be through the Atlas software IT using a system of categories previously validated. Among the most important conclusions drawn we can point out that all countries transmit intercultural values in their educational laws. Moreover, the most transmitted values are the primary intercultural values, (social, moral and transcendental ones).
A Latina Theological Reflection on Education, Faith, Love, and Beauty
Author: González-Andrieu, Cecilia
Date: 2016-01-00
Type: Journal Articles
Subjects: Catholics,Churches,Hispanic Americans,Religious Factors,Reflection,Religious Education,Civil Rights,Access to Education,Educational Quality,Poverty,Futures (of Society),Institutional Mission,Minority Groups,Hispanic American Students

In this article, Cecilia González-Andrieu presents what she defines as a theological reflection. She writes that it is theological in that she engages jointly faith and reason, the religious tradition of the Catholic Church and the contemporary situation. What makes it theological &quot;reflection&quot; is that it arises out of a community of belief not only from data or theories but from hearts fully engaged in a shared and sacred story of a loving God. Here the author defines the goal of the Catholic religious education tradition as forming new generations whose gifts of intellect and wisdom will be guided by a coherent understanding of God's longing for a world full of love. The author argues that a radical stance about the basic right to education is a theological necessity for a well-articulated Catholic faith and not an &quot;add on&quot; or an &quot;option&quot; arising from particular political leanings. Universal access to quality education is not &quot;politically correct,&quot; but a theological good because it speaks well of God. In order to speak well of God means to work tirelessly to create the conditions necessary for integral human flourishing, to create beauty, and extend it to all. Reminding readers that education is one of the most basic of these conditions, three principal points are are considered. First, education is a theological good mandated by the Church's preferential option for the poor. Second, the Church cannot adequately carry out the important work of ministry and teaching globally, unless and until the voices of those on the peripheries (as repeatedly evoked by Pope Francisco) are included. Third, the future of the Catholic Church in the U.S., fast becoming a church of color, is in serious jeopardy unless aggressive measures are put into place to improve the &quot;pipeline,&quot; involving all of the ministries of the Church in a coherent way to support increased school success for Latinos/as. González-Andrieu, who is Associate Professor of Theological Studies in the Department of Theological Studies at Loyola Marymount University closes this article by saying that when we use our ingenuity to imagine new models that will reach beyond traditional campuses and spread the good of education to places near and far, we have spoken well of God. In sharing this reflection, Gonazlez-Andrieu hopes to encourage readers to engage this tradition in the vital work of education by sounding a call to unleash, unbind, give life, and let loose the beauty of education… for the greater glory of God.
Redefining the Core Competencies of Future Healthcare Executives under Healthcare Reform
Author: Love, Dianne B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Competence,Health Services,Administrators,Administrator Education,Federal Legislation,Health Insurance,Skill Development,Curriculum Development,Focus Groups,Delivery Systems,Leadership,Quality Assurance,Job Skills,Minimum Competencies,Interviews,Surveys

As the healthcare industry has evolved over the years, so too has the administration of healthcare organizations. The signing into law of the Patient Protection and Affordable Care Act (ACA) has brought additional changes to the healthcare industry that will require changes to the healthcare administration curriculum. The movement toward a vertically integrated delivery system for healthcare has demanded that healthcare executives have a new set of skills and competencies. These competencies include management skills across hospitals, ancillary providers, physician practices, ambulatory settings, as well as skills in risk management and quality. Healthcare organizations can transform healthcare delivery through the power of technology and systems oriented care. This will require a new type of healthcare executive with new skill sets. This paper examines the skill sets of leaders of some of the leading integrated delivery systems in the United States through key interviews with twelve top executives. Based upon those interviews, c-suite executives in large healthcare systems were surveyed to identify the core competencies of the successful healthcare executive of the future and the graduate education requirement needed to achieve those competencies. The results of the study are used to provide suggestions on how the curricula of healthcare administration programs can be revamped.
Student Views on Learning Environments Enriched by Video Clips
Author: Kosterelioglu, Ilker
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Video Technology,Educational Psychology,College Instruction,Semi Structured Interviews,Educational Environment,Foreign Countries,Qualitative Research,College Students

This study intended to identify student views regarding the enrichment of instructional process via video clips based on the goals of the class. The study was conducted in Educational Psychology classes at Amasya University Faculty of Education during the 2012-2013 academic year. The study was implemented on students in the Classroom Teaching and Information Technologies Teaching programs (n = 120). Data was collected with the help of a form composed of semi-structured questions. Descriptive analysis method was used in data analysis. During data analysis, student views related to learning environments enriched with the use of video clips were collected under four themes -permanency, participation during class, attitude and achievement- and 13 sub codes under these themes. According to the findings, students emphasized the positive effects of using video clips as arousing interest in the class (11,9%), concentrating during class (8,9%), improving memory in learning (27%) and providing intelligibility of the topic (7,9%). Students also provided suggestions for increased effectiveness of using video clips, such as: using videos for short periods of time, using videos related to the goals of the class and using a limited number of videos.
Women in Business: Influences on the Undergraduate Major Choices
Author: Geyfman, Victoria
Date: 2015-00-00
Type: Journal Articles
Subjects: College Freshmen,Females,Business Schools,Business Administration Education,Majors (Students),Career Choice,Enrollment Trends,Student Surveys,Student Interests,Academic Aptitude,Compensation (Remuneration),Employment Potential,Teacher Influence,Parent Influence,Peer Influence,Disproportionate Representation,Academic Ability,Hypothesis Testing,Gender Differences,Statistical Significance,Social Influences

This study employs a survey of undergraduate business school freshmen to examine factors that influence their decision to study business and whether these factors differ by gender. Specifically, the study examines internal factors, such as students' perceived aptitudes and interests in the subject; external factors, such as compensation and job availability; and social/interpersonal influences, such as input of teachers, school counselors, parents, and friends. This paper follows up on the authors' earlier work, which found that despite an increase in the number of male students enrolled in business programs across the nation during the period between 2003 and 2011, female representation declined--an enrollment trend with significant consequences for colleges of business, industry, and the national economy. This study is an attempt to understand this trend by identifying those factors that may influence women to choose business as an undergraduate major.
The Relationship of Grade Span in 9th Grade to Math Achievement in High School
Author: West, John
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Grade 9,Mathematics Achievement,Grouping (Instructional Purposes),Hypothesis Testing,Achievement Gains,Mathematics Tests,Scores,Correlation,Longitudinal Studies,Hierarchical Linear Modeling,Credits,Predictor Variables,Race,Socioeconomic Status,Grade 10,Grade 12

Purpose, Scope, and Method of Study: The purpose of this study was to determine if a correlation exists between grade span for ninth grade and gains in math achievement test scores in 10th grade and 12th grade. A quantitative, longitudinal, correlational research design was employed to investigate the research questions. The population was high school students in the United States from public and private schools who were in the ninth grade for the first time during the 1989-1990 school year. The data collection instrument was the National Educational Longitudinal Study of 1988 (NELS:88). Further sampling and data analysis was conducted through SPSS and hierarchical linear modeling (HLM) software programs. A three-level, repeated-observations, HLM model was employed. The first level included scores and data collected over time nested within students. The second level included within schools data. Data were compared between schools for the third level of the full model. Findings and Conclusion: This study confirmed the significance of race, socioeconomic status, math courses taken, math credits earned, different rates of growth in mathematics, and school level factors that affect individual student math performance. School level factors also contributed to student learning at a significant level. Although this study did not identify a correlation between grade span and math achievement, it may have provided other researchers and practitioners recommendations that will guide practice and further research. This study also indicated the need, based on the unexplained variance, to identify additional factors that may contribute to improvement in learning for students.