ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on Attitude of Urban and Rural College Student Teachers Towards Science
Author: Srinivasan, Prakash
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Student Teachers,Student Attitudes,Urban Areas,Rural Areas,Positive Attitudes,Attitude Measures,Statistical Distributions,School Location,Likert Scales,Surveys

There is a great need to identify and develop positive attitude towards science subject of student teachers. The time has come to increase our efforts to develop positive attitude towards science subject among teachers, student teachers and school children. This is an immediate requirement of the present day. This paper reports on attitude of student teachers towards science with respect to their locality of the college. The sample consists of 1080 student teachers of Madurai revenue district. A scale on attitude towards science was used to get the data from the student teachers. Percentage analysis, Mean, Standard deviation and't'tests were used for analyzing the data. The results showed that there is no significant difference in attitude towards science of urban and rural student teachers.
Broken Gears: The Value Added of Higher Education on Teachers' Academic Achievement. Policy Research Working Paper 7168
Author: Balcázar, Carlos Felipe
Date: 2015-01-00
Type: Reports - Research
Subjects: Foreign Countries,High School Seniors,Education Majors,Preservice Teachers,Logical Thinking,Language Skills,Native Language,Second Languages,Comparative Analysis,Standardized Tests,Improvement,Student Characteristics,Majors (Students),Statistical Analysis,College Students,Academic Achievement,Outcomes of Education

Good teachers are essential for high-quality educational systems. However, little is known about teachers' skills formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high school and the other when students are near graduation from college, this paper documents the extent to which education majors relatively improve or deteriorate their skills in quantitative reasoning, native language, and foreign language, in comparison to students in other programs. Teachers' skills vis-à-vis those in other majors deteriorate in quantitative reasoning and foreign language, although they deteriorate less for those in math-oriented and foreign language oriented programs. For native language, there is no evidence of robust differences in relative learning mobility. An appendix contains Figure A1 and Tables A1 and A2.
The Resilience of Women in Higher Education in Afghanistan. Study No 1: Obstacles and Opportunities in Women's Enrollment and Graduation; Study No. 2: The Human, Social and Institutional Resilience of Female Doctors and Postgraduate Residency Programs. Resilience in Education Settings (RES)-Research Studies Series
Author: Kosha, Afifa
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Females,Resilience (Psychology),Enrollment,Graduation,Barriers,Graduate Students,Medical Students,Womens Education,Access to Education,High School Students,Focus Groups,Interviews

Female access to higher education in Afghanistan has been and continues to be limited. At the basic education level, the country has made great advances since 2000; it increased access from 900,000 students in 2000, almost all boys, to 6.7 million students in 2009, and girl's enrollment increased from 5,000 under the Taliban to 2.4 million in the same time period (Afghanistan, Ministry of Education 2009-2010). Seventy-one percent are currently enrolled in primary and middle school (Grades 1-9) and 29 percent are enrolled in secondary education (Grades 10-12; Samady 2013). The post-secondary gains for girls have already increased, as 120,000 girls have graduated from secondary school, and 15,000 have enrolled in universities (George W. Bush Institute 2013). Every year, more than 100,000 secondary school graduates write the Kankor, the nationwide higher education entrance exam, but due to insufficient spaces and limited capacity, only about half of those students find a spot at the government universities and colleges (UN Women 2013). Of the total number of university students, in 2009 only 24.8 percent were female (CEDAW 2011). The issue is not only access, but also retention and graduation. Even when female students enter universities, they require relevant support for gender-specific risks to help them complete their higher education careers. The authors need to learn more about the barriers to entering higher education, as well as to graduating successfully. Equally important is the need to understand what are the strengths, opportunities and resources that can help young girls and women consider, access, and acquire a quality higher education degree to contribute to the on-going development of their families, society and the country. The following are appended: (1) Study No. 1: Focus group guide for female higher education; (2) Study No 1: Focus group guide for female secondary school students and summary of answers; and (3) Study No. 2: Interview guide.
SABER-School Finance: Data Collection Instrument
Author: King, Elizabeth
Date: 2015-01-01
Type: Tests/Questionnaires
Subjects: Educational Finance,Data Collection,Surveys,Educational Environment,Educational Resources,Resource Allocation,Income,Fiscal Capacity,Budgets,Expenditures

The aim of the SABER-school finance initiative is to collect, analyze and disseminate comparable data about education finance systems across countries. SABER-school finance assesses education finance systems along six policy goals: (i) ensuring basic conditions for learning; (ii) monitoring learning conditions and outcomes; (iii) overseeing service delivery; (iv) budgeting with adequate and transparent information; (v) providing more resources to students who need them; and (vi) managing resources efficiently. SABER-school finance will document how education is financed by national, subnational, local governments, and schools. A glossary is included.
Teachers' Experiences Relative to Successful Questioning and Discussion Techniques
Author: Robitaille, Yvette Powell
Date: 2015-02-00
Type: Reports - Research
Subjects: Teaching Methods,Questioning Techniques,Discussion (Teaching Technique),Teaching Experience,Teacher Attitudes,Teacher Effectiveness,Collegiality,Teacher Education,Success,Seminars,Experienced Teachers,Reflective Teaching,Case Studies,Qualitative Research,Data Analysis,Interviews,Comparative Analysis

Questioning and discussion techniques are effective instructional methods, but there is often inconsistent implementation of these instructional methods. This case study explored teachers and evaluators' perceptions regarding exemplary questioning and discussion techniques. Participants included 9 teachers who earned exemplary marks on their evaluations for questioning and discussion techniques and 3 evaluators who awarded exemplary marks. Data included interviews with teachers and evaluators as well as documents. Analysis was inductive using constant comparison to identify themes. Findings of the larger study indicated teachers identified how education and experiences promoted successful techniques; how they created an environment of respect; how they engaged in collegial interactions; how they identified approaches for questioning; and how they discussed techniques used for development of students. Findings about how teachers' education and experiences promoted successful discussion techniques will be discussed. Recommendations include designing professional development opportunities for teachers to improve questioning and discussion techniques.
Evaluation of the Effectiveness of the Quota System in Georgia
Author: Tabatadze, Shalva
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Affirmative Action,College Admission,Student Recruitment,Educational Policy,Equal Education,Program Effectiveness,Ethnic Groups,Minority Groups,Second Language Programs,Languages,Undergraduate Students,Social Integration,Program Development,Program Implementation,Educational Environment,Program Administration,Surveys,Focus Groups,Problems

This document is the report on research which was undertaken by the Center of Civil Integration and Inter-Ethnic Relations and financed by the United Nations Association in Georgia within the project &quot;Advanced National Integration&quot; funded by United States Agency for International Development (USAID). The research aimed at the evaluation of the affirmative action policy towards the ethnic minorities in Georgia.The first chapter of the document reviews the ongoing affirmative action policy in admission system of higher education of Georgia.The second chapter describes the research methodology. The third chapter overviews the process of recruitment of the entrants as well as the level of awareness of local population on affirmative action policy. The fourth chapter reviews an effectiveness of the affirmative action policy in the context of equal access to higher education for ethnic minorities. The fifth chapter evaluates the effectiveness of one year Georgian language program in terms of students' preparation for undergraduate studies and effective preparation for a student's life. The sixth chapter describes the planning, implementation processes and instructional practices at the Georgian language program and how effective there are to provide students with proper learning environment. The seventh chapter is concentrated on the specific challenges and problems of the affirmative action policy. And the final, eighth chapter of the document sets up the recommendations for improvement of affirmative action policy effectiveness. [This research was conducted and the report was prepared in the frame of the project &quot;Assessment of Quota System in Georgia&quot; by the Centre for Civil Integration and Inter-Ethnic Relations (CCIIR). The project is developed as a part of the Advancing National Integration in Georgia Project (ANI) funded by the United States Agency for International Development (USAID) and implemented by the United Nations Association of Georgia (UNAG).]
Intercultural Education Research in Primary Grades of Georgia
Author: Tabatadze, Shalva
Date: 2013-00-00
Type: Reports - Research
Subjects: Educational Research,Multicultural Education,Textbooks,Content Analysis,National Curriculum,Cultural Awareness,Standards,Teacher Attitudes,Surveys,Interviews,Teaching Methods,Focus Groups,Parent Attitudes,Student Attitudes,Educational Policy,Futures (of Society),Elementary School Students,Elementary School Teachers,Foreign Countries

The document describes the most important aspects of multicultural education, which influence the implementation of intercultural education at school, specifically: (a) Anti-discriminative legislative framework; (b) National Curriculum and school textbooks; (c) Professional teachers equipped with skills and competences and with high level of intercultural sensitivity. The first part of policy paper reviews intercultural aspects in educational system of Georgia. The second part describes the new regulations of textbook approval and related problems; Third chapter of paper identifies the aspects of intercultural education in National Curriculum and subject standards. The fourth chapter of the document represents research methods used in the study. The fifth chapter presents the results of primary textbook analysis. The sixth part of the document describes the teachers' survey results and intercultural sensitivity of teachers revealed through the study. The seventh part of the document describes research results of teachers' interviews and describes the multicultural approaches used by teachers at school level. The eighth part of the research paper represents the results of focus groups with parents and students while the last part of the Policy Paper presents a vision of how the intercultural education policy can evolve in the future. Appended is the &quot;Teacher's Intercultural Sensitivity Questionnaire.&quot; [Authors of school textbook analysis included: Shalva Tabatadze, Natia Gorgadze, Kakha Gabunia, Irma Khomeriki, and David Tinikashvili. This research was implemented by the Center for Civil Integration and Inter-Ethnic Relations (CCIIR) in the framework of The East-West Management Institute's (EWMI) Policy, Advocacy, and Civil Society Development in Georgia (G-PAC) Program, funded by United States Agency for International Development (USAID).]
Perception on Ideal Qualities of a Communication Student
Author: Pelayo, Jose Maria G., III
Date: 2015-02-00
Type: Reports - Research
Subjects: Student Characteristics,Personality Traits,Self Esteem,College Students,Student Attitudes,Communications,Job Skills,Questionnaires,English Language Learners,Second Language Learning,English (Second Language),Learning Strategies,Foreign Countries,Vignettes,Academically Gifted,Speech Language Pathology,Professional Personnel,Language Proficiency,Essays,Writing Skills,Reading Comprehension,Reading Skills,Speech Communication,Statistical Analysis,Qualitative Research

This research study focused on the opinions and contemporary perceptions of Bachelor of Arts in Communication students in Systems Plus College Foundation. The researchers determined the acuity of the students perse on ideal qualities that the respondents should possess or acquire. It addressed with the opinions, insights and also thoughts about what the respondents and was qualitatively analyzed. The study may even modify, improve , enhance or develop these specific qualities. The study has identified two (2) major aspects that the respondents considered most important among the other open ended guidelines on the questionnaire. These are Personality and Self-Confidence. An appendix presents the questionnaire: &quot;Contemporary Perception on Ideal Qualities of a Communication Student.&quot;
Interview and Assessment: Practice of International Student Services in Higher Education
Author: Isomine, Sei
Date: 2015-03-00
Type: Reports - Research
Subjects: Foreign Students,Student Adjustment,Intervention,College Students,Interviews,Student Personnel Services,Student Personnel Workers,Responsibility,Student Needs,School Orientation,Student Diversity,Culturally Relevant Education,Barriers,Immigration

The purpose of this study is to explore what types of student services are useful in helping international students make a smooth transition to American college experience. Four members from an international student office at a particular four-year university in the U.S. were interviewed to discuss variables in student support services. The results were organized into four categories: (a) responsibilities of the international student office, (b) staffing, (c) student concerns and issues, and (d) orientation. The study concludes that this particular institution does indeed incorporate the notion of customer service and tries to maximize efficiency in providing adequate services. Its staff members are very positive of the current services provided for the international students, particularly in regards to its orientation programs. Considerations for further discussions and studies are provided at the end.
FAB (Functionally Alert Behavior Strategies) to Improve Self-Control
Author: Pagano, John
Date: 2015-03-01
Type: Reports - Descriptive
Subjects: Self Control,Children,Adolescents,Behavior Problems,Change Strategies,Behavior Change,Sensory Experience,Behavior Modification,Environmental Influences,Disabilities,Mental Disorders,Perceptual Impairments,Autism,Pervasive Developmental Disorders,Sensory Training,Perceptual Development,Intervention,Developmental Disabilities,Adjustment (to Environment),Visual Stimuli,Coping,Human Body,Emotional Disturbances,Communication Skills,Interpersonal Competence

This paper describes the FAB (Functionally Alert Behavior) Strategies approach to improve behavior in children and adolescents with complex behavioral challenges. FAB Strategies include evidence-based environmental adaptations, sensory modulation, positive behavioral support, and physical self-regulation strategies. FAB Strategies can be used by teachers, parents, as well as occupational, physical, speech and mental health therapists to improve the behavior of students with developmental, sensory processing and mental health challenges.
Illuminating Apps for Fourth Grade
Author: Lennex, Lesia
Date: 2014-11-06
Type: Speeches/Meeting Papers
Subjects: Elementary School Science,Grade 4,Teaching Methods,Computer Oriented Programs,Educational Technology,Technology Uses in Education,Handheld Devices,Energy,Light,Pretests Posttests,Instructional Effectiveness,Case Studies,Academic Standards,Scientific Concepts,Concept Formation,Hands on Science,Scores

Elementary science is chock-full of wonderful experiences for students. Do children see iPads as a tool for learning about science? Using Prensky (2010) as a guide, the researchers decided to see if &quot;assessing students with their own&quot; tools (p.178) using iPad apps would support learning discrete knowledge for electricity and light content. The intent of the study was to determine in what way(s) apps could adequately lead students to scientific understanding. The population is two fourth grade classes set in a school that are 95% white, 50% free/reduced lunch program, and scoring 65% proficient on state testing. Using both experiential and iPad app elements, the researchers analyzed student performance with Fourth Grade Kentucky Core Content (KCCT) and Next Generation Science Standards (NGSS) electricity and light content. Results with students taking both pre and post-tests (N = 14) indicated the use of apps influenced student understanding of electricity and light.
School Funding System and Equity
Author: Tabatadze, Shalva
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Equity (Finance),Educational Finance,Financial Support,Equal Education,Funding Formulas,Qualitative Research,Statistical Analysis,Surveys,Administrator Attitudes,Principals,Interviews,Focus Groups,Stakeholders,Salaries,Budgets,Expenditure per Student,Educational Legislation,Urban Schools,Rural Schools,Suburban Schools,Parent Attitudes,Student Attitudes,Teacher Attitudes,Questionnaires,Social Integration,Exit Examinations,Inclusion,Disabilities,Foreign Students,Disadvantaged,School Choice,Private Schools,Public Schools,Competition,School Size,Teacher Student Ratio,Income,Expenditures,Educational Vouchers,Professional Development,Elementary Secondary Education

The aim of this research is to study the effectiveness of general education funding system from the perspective of equal and equal educational opportunities for all in Georgia. Following the objective, the research aimed to respond three main research questions: 1. is the school financing formula effective and efficient enough to be administrated on the school level to guarantee equal educational opportunities? 2. Are school funding criteria determining amount of school financing cohered and consecutive enough to address existing needs of the schools and fulfilling the statement on equality in education? Three research methods were used for clear outcomes including qualitative, quantitative and statistical research methods and three relevant instruments were chosen: (1) Desk research; (2) Survey of principals; (3) Interviews and focus group discussion with education stakeholders. The research revealed important gaps and problems about the general education funding system. The gaps, challenges and problems of school funding system of Georgia are discussed and analyzed in the context of important educational policies (1) Equity and social integration; (2) System efficiency and cost effectiveness; (3) Quality education and freedom of school choice. The study revealed that existing system has the problems in all three educational policy areas. The findings of the research make possible to develop important recommendations to policy makers in order to solve existing problems and address challenges. The principal's questionnaire is appended. [This research was implemented by the Centre for Civil Integration and Inter-Ethnic Relations (CCIIR) in the framework of The East-West Management Institute's (EWMI) Policy, Advocacy, and Civil Society Development in Georgia (G-PAC) Program, funded by United States Agency for International Development (USAID).]
Renewal in the University: How Academic Centers Restore the Spirit of Inquiry
Author: Schalin, Jay
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Inquiry,Higher Education,Undergraduate Study,Political Affiliation,Scholarship,Donors,Curriculum,Institutional Characteristics,Debate,Fellowships,Research Projects,Partnerships in Education,Certification,Governance,College School Cooperation,Financial Support,Learning Resources Centers,Educational Practices

At the dawn of the new millennium, American higher education faced a crisis. Dogmatic philosophies of multiculturalism, postmodernism, and statism were sweeping away thousands of years of Western thought. The academy was being scrubbed of free market economics, traditional attitudes toward Western civilization, time-tested methods of scholarship, and the general philosophy of liberty. Into this breach stepped a new concept: privately funded academic centers that preserve and promote the knowledge and perspectives that are disappearing from the academy, with an emphasis on undergraduate education. In 2000, the James Madison Program at Princeton University opened its doors. Today, the number of such centers, institutes, and programs that roughly follow the Madison model (or that of its sole predecessor, the Ashbrook Center at Ashland University) exceeds 150. This report discusses many of these centers, some aspects of the way they are funded, and the charitable organizations that initiated or support them. It shows the myriad of programs they provide for students, often on a shoestring budget, and explains how they are able to survive in environments that range from welcoming to hostile. The report includes discussion of four issues: Are they political entities or do they reflect objective scholarship? Who controls the curriculum of these centers? What are the rights of the donors? And what does their emergence mean for the future of academia and the nation? [This report was funded by the Thomas W. Smith Foundation.]