ethanporcaro/eric-fulltext-meta huggingface dataset:
The College Bound Program: Building Human Capacity in Underserved Youth
Author: Lewis, Rustin Mahon
Date: 2009-12-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Intervention,College Preparation,Graduation Rate,Focus Groups,Academic Achievement,Global Approach,Alumni,Employment Opportunities,Access to Education,Higher Education,Educational Opportunities,College Bound Students,Interviews,Enrichment,Student Motivation,Disproportionate Representation

This study examines the role of the college access intervention program College Bound as a means of building human capacity in underserved youth. The need to prepare underserved youth to remain competitive in a global economy gained momentum as a consequence of diminished national high school graduation rates and ineffective education public policies. This study maintains that underserved students who take part in the College Bound program are re-socialized to develop the critical skills, attitudes, and behaviors necessary to attain higher education and employment opportunities. The methodological approach gave voice to the study participants. The 21 students were either current or former College Bound program participants. The students participated in a series of focus groups and standardized, open-ended, one-on-one interviews. Analysis of the data revealed that a collaborative approach is necessary to assist youth in developing the skills and behaviors needed to succeed. Indeed, the College Bound program, the community, family, and school systems collectively contribute to student success in college preparation, college graduation, and in the workforce. The following are appended: (1) Map of Washington, DC by Ward and College Bound Site Locations; (2) Alumni Data Sheet; (3) Moderator's Discussion Guide Current Students; (4) Moderator's Discussion Guide Alumni; (5) Cover Letter to Participants and Informed Consent Form; and (6) Curriculum Vitae. (Contains 20 tables and 2 figures.)
Academic Dishonesty of Undergraduates: Methods of Cheating
Author: Witherspoon, Michelle
Date: 2010-05-00
Type: Reports - Research
Subjects: Undergraduate Students,General Education,Cheating,Urban Schools,Ethics,Student Behavior,Student Surveys,Plagiarism,Social Problems,Internet,Handheld Devices,Telecommunications

This study examined the frequency of engagement in academic dishonesty among undergraduate students at a large urban college and also explored the use of traditional cheating methods and contemporary cheating methods to determine various forms of cheating, the number of times students cheat, and the number of ways students cheat. The sample was comprised of 186 undergraduate students enrolled in 11 general education courses open to all majors at one campus of the college. Primary data were collected using a modified version of the Survey on Academic Dishonesty (SAD) (McCabe, 1997). Findings revealed most students cheat occasionally, but only a small minority are flagrant cheaters; and, these flagrant cheaters are five times more likely to be cheating via contemporary methods. (Contains 1 table and 1 figure.)
Christian School Leaders and Spirituality: A Phenomenological Study
Author: Banke, Susan
Date: 2011-04-00
Type: Reports - Research
Subjects: Interpersonal Relationship,Data Analysis,Religious Factors,Spiritual Development,Phenomenology,Christianity,Interviews,Instructional Leadership,Trust (Psychology),Family Influence,Churches,Principals,Superintendents,Administrators,Leadership Responsibility

This phenomenological study examined the spiritual experiences of Christian school leaders who are the spiritual leaders of their schools. A purposeful, nominated sample of 12 Christian school leaders was selected. In-depth, open-ended interviews were conducted, audio taped, and then transcribed verbatim. Data analysis was based on Rudestam and Newton's (2001) method of researcher description. Findings indicated participants believe that spiritual leadership is an active, personal process for each individual. They see the importance of relationships with others; exhibit personal growth; provide for needs and opportunities; promote personal and spiritual growth; have a personal relationship with God; exhibit humility; are real and accessible; and serve as mentor, encourager, and supporter of all the members of the community. Two appendixes present: (1) Descriptions of Participants; and (2) Interview.
Exploring Leaders' Views on the Influence of Applied A Levels and Vocational Education on Preparation for Students' Progression to Higher Education and Employment, in the Context of an Inner City London School
Author: Garforth, Graham
Date: 2011-04-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Secondary Education,Education Work Relationship,Employment,Higher Education,Urban Schools,Leaders,Attitudes,Interviews,Focus Groups

In London particularly there is increasing competitiveness for jobs and a need for transferable tertiary industry skills. There has been decades of change in vocational education and training; but there is evidence that little has changed to improve the chances of students progression to higher education and employment. With the age that students can leave formal education and training in England set at 18 from 2015 it is now critical that vocational education and training prepares students for progression. This study explores leaders' views on the influence of applied A levels and vocational courses at key stage five in preparation for progression in an inner city London school. The study uses qualitative interviews and a focus group. The findings suggest of primary importance to the leadership of vocational education is creating and maintaining employer relationships to enhance learning; having strong leadership views on educational priorities to overcome pressure to focus on results, and ensuring correct student recruitment for the courses. This requires a clear vision, correct allocation of resources and a suitable curriculum structure. Implications for school leaders include ensuring that more inexperienced teachers value including opportunities for students to practise transferable skills in lessons, and to allocate staff who can build and maintain stakeholder relationships. Nationally a move from results focus to learning quality is suggested. Further research into stakeholder involvement in schools is recommended. The following are appended: (1) Structure of education in England; (2) Literature review search strategy log; (3) A history of VET in the UK from 1980-2010; (4) Email study invitation; (5) Participant information sheet; (6) Interview questions; (7) Focus group instrument; (8) Interview and focus group analysis tool; (9) Chain of evidence record; (10) Focus group card exercise analysis; and (11) Participant consent form. (Contains 2 figures and 1 table.)
Bullying Children with Disabilities: A Global Epic
Author: Ervin, Dana
Date: 2011-04-12
Type: Opinion Papers
Subjects: Bullying,Disabilities,Coping,Stress Variables,Anxiety,Special Needs Students,Victims of Crime

Bullying is an issue in all schools, colleges and work places throughout the world. It is in the national news constantly. The media typically reports on bullying and harassment when it involves non-disabled children, mostly high school and college aged students. Very little attention is given to bullying and harassment of children with disabilities. Children with disabilities are being bullied at an alarming increasing rate. Bullying involving children with disabilities is much more complex as these children do not have the ability or coping skills to deal with the stress and anxiety that results from being bullied. Proactive strategies are needed in order to meet the needs of victims of bullies.
Do Self-Regulated Processes such as Study Strategies and Satisfaction Predict Grade Point Averages for First and Second Generation College Students?
Author: DiBenedetto, Maria K.
Date: 2010-05-03
Type: Reports - Research
Subjects: First Generation College Students,College Freshmen,Grade Point Average,Prediction,Study Habits,Learning Strategies,Metacognition,Correlation,Grades (Scholastic),High Schools,Surveys,Scores,College Entrance Examinations,Regression (Statistics),Measures (Individuals)

The current investigation sought to determine whether self-regulatory variables: "study strategies" and "self-satisfaction" correlate with first and second generation college students' grade point averages, and to determine if these two variables would improve the prediction of their averages if used along with high school grades and SAT scores. Fifty-nine first and 189 second generation college students completed a survey assessing self-satisfaction and study strategies. High school grades, SAT scores, and grade point averages were also obtained. Study strategies correlated with grade point averages for first generation students as compared to second generation. Regression showed self-regulatory processes increased prediction of college averages as compared to a regression model using only high school grades and SAT scores; particularly for first generation students. (Contains 1 table.)
Stations of ChaoCity: Experiential Exercise in Expanding Concept of Literacy among Adolescents
Author: Eason, Amanda
Date: 2011-04-15
Type: Reports - Research
Subjects: Literacy,Feedback (Response),Learning Centers (Classroom),Grade 9,Classroom Environment,Teacher Student Relationship,Learning Activities,Learner Engagement,Student Attitudes,English,High School Students,Specialists,Classroom Techniques

Ninth grade students who previously resisted teacher-originated activity cycle through various learning stations that represent categories of alternative literacy. They are presented with familiar colloquial forms of expression, and presented with challenge cards designed to foster engagement and thoughtful consideration. They will provide feedback regarding interest level and engagement through activities. Students will be observed for evidence of change in level of communication with the teacher, engagement with teacher-prompted activity and behavioral affect. Implications for future teacher steps toward open communication and academic interaction with this demographic are discussed.
Barry J. Zimmerman: An Educator with Passion for Developing Self-Regulation of Learning through Social Learning
Author: DiBenedetto, Maria K.
Date: 2011-04-11
Type: Reports - Descriptive
Subjects: Graduate Students,Socialization,Teacher Effectiveness,Altruism,Doctoral Programs,College Faculty,Self Management,Social Development,Teacher Student Relationship,Doctoral Dissertations,Teacher Role,Teacher Characteristics,Teaching Methods

This presentation will discuss how Barry J. Zimmerman's four levels of development for self-regulation (i.e., observation, emulation, self-control, and self-regulation) is consistent with the way he educates his doctoral students. In the first level, students learn by "observing" the professor as he teaches. Zimmerman, as an educator in the classroom and as an advisor, he modeled the characteristics of a good teacher such as patience, understanding, compassion, dedication to excellence, pride in students' accomplishments, and evidence of scholarship. In the second level, Zimmerman has provided his doctoral students with the opportunity to "emulate" him by creating learning experiences such as assignments in the classroom that helped students work towards their aspirations as scholars and educators. In the "self-control" level, doctoral students are trying to internalize what they have learned--we are working to become self-regulators and this is particularly evident as we began the process of developing and conducting our dissertation research study. In the final stage, as we prepared for our defense, Zimmerman told us, "You are now the expert in 'self-regulation'"--and then as we graduate and began our academic careers--he is like the parent who watches from afar, always there for support, questions, advice, or a word of encouragement.
A "Fear" Studies Perspective and Critique: Analyzing English and Stengel's Progressive Study of Fear and Learning in "Education Theory." Technical Paper No. 37
Author: Fisher, R. Michael
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Fear,Learning,Educational Philosophy,Hidden Curriculum,Individualism,Progressive Education,Postmodernism

The author critiques the progressive approach of two contemporary educational philosophers (English and Stengel) on the topic of fear and learning. Using a postmodern integral approach, this article examines the tendency of reductionism, individualism, and psychologism as part of a hegemonic liberalism and modernism in discourses on fear and learning commonly adopted by educators. A critical fear management/education and "Fear" Studies agenda are posited as both a location for critique of the hidden curriculum in fear studies in general, and as a new site for a more productive and emancipatory discourses on fear and "fear" for a post-9/11 world. (Contains 67 footnotes.)
The Information Search Process (the ISP) and the Research Essay. How One School Library Supports Student Learning by Using the ISP as the Framework for the Extended Essay
Author: Reynolds, Helen
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Advanced Placement Programs,School Libraries,Information Literacy,Sciences,Academic Achievement,Models,Foreign Countries,Librarian Teacher Cooperation,Literacy,Library Skills,Research Skills,Librarians,Essays,Secondary Schools,Grade 10,Grade 11,Grade 12

Queensland Academy for Health Sciences (QAHS) is a senior secondary high school offering the International Baccalaureate (IB) Diploma Programme (DP). As part of the Diploma, students are required to complete a referenced research essay of four thousand words. For most, this will be their first experience of such a challenging undertaking. Problematic are the varying levels of student information literacy expertise, especially in the area of research. The challenge is to provide students with the tools to enable them to complete the essay within the guidelines set down by the IB Organisation. Kuhlthau's ISP (Kuhlthau 2009) has been adapted to provide students with a research structure. (Contains 1 figure.)
Developing Independent Learners: The Box Hill School Experience
Author: Pavey, Sarah
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Private Schools,Independent Study,Advanced Placement Programs,Foreign Countries,Educational Experience,Books,Library Materials

Box Hill School is an independent school in Surrey, England. In 2008 the English curriculum was abandoned in favour of the International Baccalaureate Diploma (IBD). A library is a statutory requirement of the International Baccalaureate Organisation (IBO) endorsement who also recommend this be managed by a qualified teacher-librarian. In May 2008, I was employed to create a library and develop independent learning throughout the school. This paper considers the rationale behind the physical design. It outlines the implementation of independent learning in an international school community where no infrastructure to promote this style of teaching and learning previously existed. (Contains 2 figures.)
Teachers-Librarian Collaboration in Building the Curriculum for an IB World School: A Case Study
Author: Bhargava, Madhu
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Outreach Programs,Teacher Collaboration,Cooperation,School Libraries,Foreign Countries,Information Skills,Library Services,Librarians,Teaching Methods,Teachers,Librarian Teacher Cooperation,Advanced Placement Programs,Case Studies,Administrators,Educational Environment,Active Learning,Academic Achievement,Media Specialists,Information Literacy

Many schools are in the transition stage from passive learning environments into active ones. Teachers, librarians and administrators are forced to rethink the curriculum in terms of content and teaching methodology because of advancement of technology and competitions. The paper will demonstrate the need of collaborative work of teacher-librarians and class room teachers. It will analyse the need of students and faculty for viable information skills offering librarians a new entree into the classroom curriculum. Librarians are designing a variety of outreach programs to work more closely with teachers to integrate information skills into the curriculum. The paper will present a case study of a structured collaborative program which is working effectively in an IB World School in India. Appendices include: (1) G.D. Goenka World School Library Media Center Librarian-Teacher Collaboration Plan Sign Up Sheet; and (2) Questionnaire.
The Role of the Librarian in Developing Leadership Capabilities in Staff
Author: Hough, Michael
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Leadership Effectiveness,Information Technology,Librarians,Leadership,Leadership Training,School Libraries,Foreign Countries

This session will focus on the dilemmas and challenges of providing effective leadership skills for modern schools with digital information and communication technology (ICT) capabilities. It will review the selected challenges of engaging different generations of staff in ICT based learning and recommend strategies for effective leadership of ICT based schools. It will particularly focus on the issues of how a librarian and a library can assist to provide relevance and appropriateness of ICT based proposals and programs, and suggest ways to implement leadership policies which enable senior staff to remain accountable whilst all the changes enabled by ICT based learning are occurring within a school. A bibliography is included. (Contains 4 tables and 1 figure.)
Culturally-Sensitive Learning Practices
Author: Farmer, Lesley S. J.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Cultural Awareness,Teaching Methods,Cultural Differences,Cultural Pluralism,Barriers,English (Second Language),Teacher Student Relationship,Learning Activities,Educational Resources,Educational Technology,Student Evaluation,Language Usage,Librarians

In today's global world, to provide meaningful education, teacher-librarians and their students need to become culturally competent: open to learning about other cultures and sharing one's own culture, able to change personal perspectives, and able to communicate effectively across cultures. Hofstede's model of cultural dimensions provides a framework for examining culturally-sensitive library implications. Specific strategies are suggested to address language barriers, student-teacher relations, choosing resources, learning activities, technical issues, and assessment.
The Provision of School Library Resources in a Changing Environment: A Case Study from Gauteng Province, South Africa
Author: Dlamini, Busi
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,School Libraries,Foreign Countries,Case Studies,White Students,Library Materials,Library Services,Librarians,Financial Support,Libraries,Racial Differences,Library Role,Library Development

Before 1994 education in South Africa was divided along racial lines. There were separate departments of education for whites, coloureds (people of mixed decent), Indians (people of East Indian decent), and blacks (black Africans). Education for white children was much better funded than any of the others. The quality of the education that white children enjoyed was also much better as schools were better equipped, teachers were better qualified and classes were smaller. This inequality also applied to school library provision. All white schools had well-equipped libraries and full-time teacher-librarians. 1994 saw the first democratic elections in South Africa. For the first time, a government representing the majority of the people of the country was in power. It was a heady time.  Education was completely restructured with the aim of providing quality education for all. From 2006 schools were encouraged to use 10% of the budget allocated by the department for learning and teaching support material (LTSM) to acquire school library resources, but this was not formalised. It was done in some districts and schools, but not in most. Finally, in 2007, formal notice was given to schools to spend this money on school library resources. This resulted in a revitalisation of school libraries in the province. This, and the hard work of the district library facilitators in encouraging and motivating schools, probably accounts for the relatively favourable situation in Gauteng with regard to school libraries. Gauteng is the economic hub of South Africa and all of the nine official languages plus many others from Africa and abroad are found in schools. This experience illustrates how the struggle for the provision of school library resources unfolded in a rapidly changing environment, where there is little understanding of the role and importance of school libraries, and is achieving more success that was initially thought possible. Although funding for school library resources in Gauteng has only been formalised for three years, most schools are acquiring library resources and many schools have been motivated to set up or revitalise libraries.
Nurturing Lifelong Readers
Author: Judkins, Gerri
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Childrens Literature,Picture Books,School Libraries,Library Associations,Foreign Countries,Reading Motivation,Librarians,Library Role,Clubs,Authors,Research,Adolescent Literature

In this paper the author relates how the thing he enjoys most about his job as a school librarian is nurturing lifelong readers, in particular readers of children's literature. In talking about nurturing lifelong readers and, referring to students, staff and school librarians, the author discusses: (1) The Southwell Library Programme; (2) The Lit Club and the Kids' Lit Quiz; (3) Writers in Schools and the New Zealand Book Council; (4) Storylines and The Waikato Children's Literature Association; (5) School Library Association of New Zealand Aotearoa (SLANZA) and International Association of School Librarianship (IASL); and (6) Studying children's literature and a New Zealand picture book research project.
Christchurch City Libraries &quot;Ready for Reading&quot;: Librarians and Teachers Working Together to Strengthen Literacy Opportunities for a Group of Marginalised Preschoolers
Author: Buckley, Philippa
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Reading,Libraries,Reading Processes,Emergent Literacy,Librarians,Foreign Countries,Literacy,Intervention,Librarian Teacher Cooperation,Preschool Children,Preschool Education,Evaluation,Unwed Mothers,Adolescents,Early Parenthood,Mothers

This paper reports on the experiences of the Evaluation Team, comprised of experienced librarians from the Christchurch City Libraries and primary teacher educators (from Canterbury University) as they planned and implemented interventions working with the children of teen mothers (one marginalised cohort within a wider study). In particular it focuses on the Christchurch City Libraries' (CCL) use of the Ready for Reading kit (R4R) to provide an intervention for a group of non-library users. It explores the diversity of strengths within the Research Evaluation Team and describes the challenges faced, and resilience required as they focused on motivating non-library using parents to support their children's literacy development. Strengths of a multidisciplinary team are explored and how the ingredients of community connections and passion for literacy, together with clear knowledge of the reading process, were needed to develop interventions that would meet the needs of the target groups by supporting children's transition into school.