ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers' Mathematical Models' Features
Author: Shahbari, Juhaina
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematical Models,Mathematical Concepts,Mathematics Instruction,Mathematics Education,Mathematics,Mathematics Activities,Mathematics Teachers,Content Analysis,Summer Programs,Grade 6,Grade 7,Grade 8,Grade 9,Middle School Students

This study came to characterize the features of mathematical models built by mathematics pre-service teachers for a model eliciting activity. Fourteen groups participated in building the models. We used a combination of deductive and inductive content analysis to characterize the pre-service teachers' elicited models, taking into account features mentioned in the literature: content factors, representation form, operations, generalization, reality, accuracy, precision, robustness and fruitfulness. Moreover, two features were introduced by us, namely the interactivity and the finalization features. The findings of the research indicate that models utilized mainly the list and text representations. Moreover, most of the participants' models had substantial accuracy and substantial preciseness. At the same time, most of the models had partial or no generalization, partial or no reality, partial or no interactivity and partial or no finalization. Furthermore, most of the models were without robustness and without fruitfulness.
Catholic School Principals' Decision-Making and Problem-Solving Practices during Times of Change and Uncertainty: A North American Analysis
Author: Polka, Walter
Date: 2016-00-00
Type: Journal Articles
Subjects: Catholic Schools,Principals,Decision Making,Problem Solving,Educational Practices,Educational Change,Elementary Secondary Education,Foreign Countries,Comparative Education,Leadership Styles,Educational Trends,Educational History,Administrator Surveys,Statistical Analysis,Probability

The authors of the article outline a historical review of Catholic education and student enrollment in North America and a recent perspective of Catholic school principals' decision-making and problem-solving preferences. The purpose of this article is to provide the reader with an understanding of events which impacted the evolution of Catholic school boards and their administrators in America and Canada as well as current leadership practices. The authors utilize a survey instrument derived from Wayne Hoy's decision-making and problem-solving research. Their quantitative findings come from 121 principals of K-12 schools situated across the United States and the province of Ontario. This study shows there are no differences in the leadership approaches to solve contemporary problems in North American schools regardless of varied historical, cultural and economic contexts. This article presents support for reinforcing the Catholic mission within school boards and support for leadership and administration programs in North America.
Assessment of the Implementation of Continuous Assessment: The Case of METTU University
Author: Walde, Getinet Seifu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,Deans,Quality Assurance,Questionnaires,Focus Groups,Interviews,Progress Monitoring,Higher Education,Educational Assessment,Academic Achievement,Mixed Methods Research,Research Design,Universities

This paper examines the status of the implementation of continuous assessment (CA) in Mettu University. A random stratified sampling method was used to select 309 students and 29 instructors and purposive method used to select quality assurance and faculty Deans. Questionnaires, focus group discussion, interview and documents were used for data collection. Quantitative data were analyzed in terms of descriptive statistics whereas qualitative data qualitatively. The finding of the study reviled that; instructors considered it as continuous testing, students perceived it as a method of assessment used to increase their academic result. The major challenges were: lack of clear manuals and guidelines, lack of continuous and adequate training, awareness and skills on the part of instructors, large class size, lack of infrastructure and instructional materials, poor communication of staff with concerned bodies. Based on the results recommendations were forwarded.
Dimensions of Spirituality Fostered through the PULSE Program for Service Learning
Author: Barrett, Michelle C. Sterk
Date: 2016-10-00
Type: Journal Articles
Subjects: Catholic Schools,Higher Education,Spiritual Development,Service Learning,Religious Education,Philosophy,Theological Education,Reflection,Religious Factors,Semi Structured Interviews,Mixed Methods Research,Student Surveys,Measures (Individuals),Undergraduate Students,Transformative Learning,Pretests Posttests,Surveys

Cultivating spiritual development is central to the mission of Catholic higher education institutions. Studies demonstrate that service learning is a pedagogical method through which spiritual development can be fostered among undergraduates. This study builds upon prior research to analyze whether spiritual growth occurred and which dimensions of spirituality changed most significantly for students participating in the Boston College PULSE Program for Service Learning. PULSE is a year-long experience integrating weekly service with coursework in philosophy and theology through structured reflection. Quantitative findings indicate that nearly 80 percent of study participants grew spiritually. Results indicate that the most significant change occurred in the dimensions of: 1) believing in the interconnectedness of humanity and a related desire to serve humanity, 2) seeking to better understand oneself and one's purpose in life, and 3) facing religious/spiritual struggle. Interview excerpts provide detailed descriptions of how students described growth in specific dimensions of spirituality.
Forming Catholic School Principals as Leaders of the New Evangelization
Author: Spesia, David D.
Date: 2016-10-00
Type: Journal Articles
Subjects: Principals,Catholic Schools,Transformational Leadership,Elementary Education,Religious Education,Religious Factors,Institutional Mission,Leadership Role,Administrator Role,Professional Development,Spiritual Development

Pope Francis' call for a missionary transformation of the Church has radical implications for Catholic schools and their educational leaders. The Church expects her elementary school principals to serve not only as instructional leaders and ecclesial ministers, but also as agents of the New Evangelization. Given this focus on the New Evangelization as a fundamental conceptual framework for the mission of Catholic schools, it is essential to understand the roots and foundations of this vision as it pertains to the unique role played by Catholic school principals. This article also highlights insights from leading Catholic evangelizers and concludes with recommendations for Catholic educational leaders.
Losing My Religion? The Impact of Spiritual Cues on Noncognitive Skills
Author: Bowen, Daniel H.
Date: 2016-10-00
Type: Journal Articles
Subjects: Religion,Religious Factors,Cues,Catholic Schools,Charter Schools,Metacognition,Self Control,Outcomes of Education,Predictor Variables,Priming,Task Analysis,Educational Attainment,High School Students,Teaching Methods,Prosocial Behavior,Grade 11,Grade 12,Likert Scales,Surveys,Statistical Analysis,Regression (Statistics)

Studies consistently show that Catholic schools produce positive impacts on educational outcomes. Many charter school networks in the United States now provide, what are essentially, secularized versions of the Catholic education model. However, charter schools cannot legally replicate the overt religious curriculum and mission of Catholic schools. Although difficult to disentangle its impacts from confounding variables, research suggests that religiosity is a positive predictor of educational outcomes. This relationship might suggest that religious-based education produces effects on outcomes of public value that could be difficult to replicate in secularized contexts. To examine this question we conducted an experiment where 180 secondary school students were randomly assigned to a priming task with religious, secularized, or neutral cues. We find that religious cues increase students' self-regulatory capacities, a predictor of educational attainment, and boost political tolerance. These findings provide preliminary evidence to suggest that religious-based education provides benefits that secularized equivalents cannot fully emulate.
Validity and Reliability of the Reactive-Proactive Aggression Questionnaire in Turkish Adolescents
Author: Cenkseven-Önder, Fulya
Date: 2016-10-23
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Aggression,Questionnaires,Test Validity,Test Reliability,Test Construction,Junior High School Students,High School Students,Factor Analysis,Violence,Student Attitudes,Delinquency,Psychological Patterns,Peer Influence,Anxiety,Depression (Psychology),Symptoms (Individual Disorders),Likert Scales,Statistical Analysis

The aim of this study was to adapt the Reactive-Proactive Aggression Questionnaire (RPQ), developed to measure two dimensions of aggression which are reactive and proactive, to Turkish and test the validity and reliability of the Turkish form. The study group consisted of 278 students in four junior high schools in Adana, Turkey, and 485 students in four high schools in Hatay, Turkey. One-factor and two-factor models were compared in the study of Confirmatory Factor Analysis conducted to examine the construct validity of the scale and the two-factor model was found to have better fit values for both junior high school and high school students, as well as the general study group as a whole. It was found that reactive and proactive aggressions have significant relations with attitude towards violence, trait anger, delinquency, deviant peers, anxiety, depression and hostility. Furthermore, it was determined that the scale has high internal consistency and item-total correlation. The results obtained in this study are consistent with the results of the original form of the scale. Findings of the study demonstrate that the Turkish version of RPQ has adequate reliability and validity values.
Investigating Student Use of Technology for Engaged Citizenship in a Global Age
Author: Maguth, Brad M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,High School Students,Social Studies,Technology Uses in Education,Educational Technology,Citizenship Education,Global Approach,Semi Structured Interviews,Computer Mediated Communication,Correlation,Networks,Interviews,Access to Information

This study undertook a five month qualitative investigation into technology use amongst twelve high school social studies students in two different sites in the Midwestern United States. This study examined students' use of technology and its relationship to three dimensions of citizenship in a global age: understand global events, issues, and perspectives, participate in global networks to communicate and collaborate with global audiences, and advocate on global problems and issues to think and act globally. Collecting data through semi-structured student interviews, online-threaded discussions and document analysis, I triangulated findings, and employed a qualitative approach. The study finds a relationship between student participants' use of technology and their serving as engaged citizenship in a global age. In using technology, students accessed international news and information, joined global networks to communicate and collaborate with global audiences, and produced digital content for international audiences.
Engaging Secondary School Students in Food-Related Citizenship: Achievements and Challenges of a Multi-Component Programme
Author: Jones, Mat
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Food,Secondary School Students,Citizen Participation,Partnerships in Education,Program Effectiveness,Student Surveys,Teacher Surveys,Program Implementation,Behavior Change,Student Behavior,Barriers,Citizenship Education,Sustainability,Environmental Education,Questionnaires,Statistical Analysis,Parent Influence

Global food security and sustainability, animal welfare, dietary health, and socially just relations of food production have become prominent societal issues. They are of particular concern for young people as their lives progress towards becoming independent consumers and citizens with the capacity to shape food systems of the future. This paper examined the role of the Food for Life Partnership programme in promoting young people's engagement with food-related citizenship education in secondary schools. The research consisted of a two stage study of 24 English schools. We surveyed experiences and attitudes of students and staff, and recorded programme activities. The results presented a mixed picture. Staff reports and monitoring evidence showed much successful implementation of programme activities across the whole school. However, there was less evidence of positive student behavioral change. Amongst a range of possibilities to account for the findings, one explanation is the organizational challenges of delivering a complex and ambitious programme in the secondary school setting. This suggests the need to develop food citizenship programmes that combine long term institutional reforms alongside focused interventions with specific groups of students. It also highlights the case for ensuring a place for food related citizenship on the educational policy agenda.
Controversies and Generational Differences: Young People's Identities in Some European States
Author: Ross, Alistair
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescent Attitudes,Self Concept,Nationalism,Generational Differences,Political Socialization,Focus Groups,Civics,Preadolescents,Adolescents,Older Adults,Qualitative Research

This article explores how young people (aged 12-18) in the four Visegrad states of Poland, Slovakia, Hungary and the Czech Republic are constructing their identities, particularly their sense of attachment to their country and to Europe. This generation is of particular significance, in that they are the first generation for many years to have been born and socialised in wholly independent states that are in a relatively peaceful and stable state. Data was collected through 41 focus groups, conducted in 11 different locations in the different states, and were analysed in terms of the degree of enthusiasm expressed for civic institutions and cultural practices related to the country and to Europe. Two particular areas were identified: the sense of generational difference and the ways in which different groups created &quot;other&quot; communities, within and without their country's borders. These parameters allow us to distinguish the significant communities that these young people are creating in order to make sense of their social and political worlds.
Catholic School Faculty Meetings: A Case Study Linking Catholic Identity, School Improvement, and Teacher Engagement
Author: Hagan, Daryl C.
Date: 2016-10-00
Type: Journal Articles
Subjects: Catholic Schools,Staff Meetings,Catholics,Self Concept,Religious Education,Educational Improvement,Teacher Participation,Teacher Attitudes,Case Studies,Religious Factors,Faculty Development,Sense of Community,Phenomenology,Elementary School Teachers,Qualitative Research,Educational Environment,Educational Objectives,Questionnaires,Interviews,Observation,Content Analysis

While research on faculty meetings is limited, existing literature suggests that meetings could be an arena where schools can address their most pressing challenges (Brandenburg, 2008; Michel, 2011; Riehl, 1998). Building on Macey and Schneider's (2008) Model of Employee Engagement and McGrath's Model of Group Effectiveness (1964), this case study examined the perceptions of teachers in a highperforming Catholic school regarding their own faculty meetings and how those meetings engaged them in the work of promoting Catholic identity and school improvement. Findings revealed signs of Catholic culture were visible within the physical environment of the faculty meeting, which provided opportunities for prayer, catechesis, and strategies for sharing faith with students. Teachers reported the faculty meetings served as a catalyst in developing, discussing, and reviewing school improvement plans, and provided opportunities for professional development. Faculty meetings assisted in creating a participant-centered learning environment and creating a sense of community among the faculty.
How Finnish Adolescents Understand History: Disciplinary Thinking in History and Its Assessment among 16-Year-Old Finns
Author: Rantala, Jukka
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Core Curriculum,History,Student Attitudes,Correlation,Educational Change,History Instruction,Tests,Secondary School Students,Teaching Methods,Knowledge Level,Test Results,Empathy,Thinking Skills

The success of discipline-based teaching requires an interplay between substantive and procedural knowledge. In Finland, disciplinary thinking was included in the National Core Curriculum and in the final assessment criteria a decade ago, which meant a change in history teaching. The outcome of this change is examined in the article with the help of a national-level history test that was conducted in 2011 among 16-year-old Finns. In the test, the adolescents fared moderately well in tasks involving substantive knowledge but more poorly in tasks which measured the mastering of procedural knowledge. In particular, the interplay between these proved to be difficult for the students. The students' knowledge was found to correspond with the earlier curriculum rather than the objectives of the present one, revealing that not all of the teachers were teaching in accordance with the present demands.
Making School Happen: Children-Parent-Teacher Collaboration as a Practice of Citizenship
Author: Sarmento, Teresa
Date: 2012-00-00
Type: Journal Articles
Subjects: Citizenship Responsibility,Citizenship,Parent Teacher Cooperation,Teacher Student Relationship,Parent Child Relationship,Child Development,Citizenship Education,Citizen Participation,Family Role,Family School Relationship,School Role,Parent Participation,Family Involvement,Foreign Countries

The exercise of citizenship is today understood as a duty and as a right to be enjoyed within any educational context. Within the school, all of its protagonists are invited to exercise practices of citizenship. No one is excluded; even the less important parties have the right to participate in decisions that, for some reason, may have an influence on their academic life. The citizenship of the child is, thus, a challenge to the changing political, social and educational structures, to the transformation of institutions and to cultural renewal. The existence of harmonious relations between the educational community, the school, the children and the family is dependent on everyone's ability to understand and communicate with each other. Parents and teachers have made a commitment to a fruitful and unison dialogue on behalf of the quality of education. In this article, we set out from an analysis of the new social realities and of the different meanings assigned to education, to afterwards reflect upon the current educational values and upon the practices that are consistent with those purposes. Citizenship, as well as autonomy, rise, thus, as central concepts, in which each educational community finds reasons for Making School Happen. A list of notes and references is included.
Addressing the Needs of Young Children and Families: Early Childhood Education and Services in Catholic Schools and Catholic Charities
Author: Barrueco, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Catholic Schools,Young Children,Early Childhood Education,Philanthropic Foundations,Catholics,Family Programs,Early Intervention,School Community Programs,National Surveys,Urban Areas,Statistical Analysis,Financial Support,Access to Health Care,Access to Education,Racial Differences,Ethnic Groups,Socioeconomic Status

Nationally, focus is increasing on the developmental experiences of young children (birth to age 8). Twenty four (arch)dioceses in large metropolitan areas participated in a survey identifying the extent and nature of services provided by Catholic schools and Catholic Charities programs to young children and their families. Six hundred and seventy Catholic schools and 100 Catholic Charities programs completed surveys. Key findings suggest that Catholic schools and Catholic Charities programs are engaged in a plethora of early childhood services and educational activities with young children and families. Both entities provide direct education and services to young children, are engaged in supporting families through a variety of initiatives, and have complementary as well as distinctive approaches. Opportunities were identified within Catholic Schools and within Catholic Charities programs. The potential benefits of increasing collaborations between Catholic schools and Catholic Charities programs, and with others, were highlighted to comprehensively meet the varied (and, at times, extensive) needs of young children and families.
Global Trends in Civic and Citizenship Education: What Are the Lessons for Nation States?
Author: Kennedy, Kerry J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Trends,Citizenship Education,Teaching Methods,Global Approach,Trend Analysis,Cross Cultural Studies,Comparative Education,Program Content,National Curriculum,Teacher Attitudes,Elementary Secondary Education,Foreign Countries,Civics

Civic and citizenship education is a component of the school curriculum in all nation states. The form it takes, its purposes and the way in which it is implemented differs from jurisdiction to jurisdiction. The pressures of globalization in recent times have meant that citizenship has increasingly come to be seen in global terms brought about by processes such as transnational migration, the homogenization of cultural practices and the development of supranational groupings that often seem to challenge more local versions of citizenship. Despite these pressures, the key responsibility for citizenship continues to rest with nation states. This paper will review issues relating to a more globalized citizenship and outline the strategies that nation states might adopt to ensure they remain capable of creating an active and engaged citizenship.