ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons from Charter Schools
Author: Rix, Kate
Date: 2012-00-00
Type: Journal Articles
Subjects: Traditional Schools,Charter Schools,Family School Relationship,Educational Philosophy,Home Visits,Teaching Experience,Parent Teacher Cooperation,School Districts,Institutional Autonomy,Institutional Mission,Teacher Student Relationship

The simple gesture of a home visit--where the focus will be on the child and not on academics or classroom behavior--pays huge dividends, say teachers. A teacher who has met a student's parents in their home is better equipped to reach that child and keep him or her on track through the year. Home visits are common, if not mandatory, in charter schools. By contrast, some school districts prohibit teachers from visiting students at home for liability or contractual reasons. This practice, conducted once or twice a year, is just one of many ways that successful charter schools have modified the learning and teaching experience, often with positive results. Charter schools have two advantages over most traditional schools: autonomy and a mission. Having a focused mission or school philosophy and the autonomy to make the decisions to put that philosophy into practice is what sets charter schools apart from regular public schools. However, traditional schools are gaining ground.
When Friendship Hurts
Author: Anthony, Michelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Altruism,Friendship,Empathy,Bullying,Peer Relationship,Children,Student Behavior,Prevention,Skill Development,Social Development,Teacher Role,Interpersonal Competence,Aggression,Females,Elementary School Students

Despite the expansion of bully-proofing programs in recent years, many teachers feel they lack the training necessary to manage the complexities of friendship at work in the classroom and on the playground. Teachers want their students to be friends and to be kind to each other. The reality is, all children have moments in which they are unkind. As counterintuitive as it might seem, children's "meanness" actually serves an important and useful function in the development of their social skills, compassion, and empathy. Children learn over time to channel their feelings of competitiveness, jealousy, and aggression more constructively. Understanding why mean behavior happens in the classroom can help a teacher do a better job of preventing it. Instead of simply punishing students, recognize and welcome what students are attempting to do as they learn friendship skills, and then guide them to express their desires more appropriately.
Inspired Teachers, Inspired Ideas
Author: Prescott, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Innovation,Foreign Countries,Technology Uses in Education,Teachers,Teaching Methods,Science Education,Science Instruction,Film Production,Citizenship Responsibility,Music Education,Information Technology,Geography Instruction,Advertising,Scientists

Last November, more than 700 school leaders, educators, and reporters gathered in Washington, D.C., to celebrate the promise of innovative teaching and project learning to change global future. The event was the Microsoft Partners in Learning Global Forum, and its purpose was for educators worldwide to connect, learn, and collaborate on some of the most exciting innovations in education, particularly in the use of technology. In many cases, the teachers who come to the forum have never left their home country before, have never stepped out of their villages, have never gotten on an airplane. The result is &quot;an amazing global community of teachers,&quot; says Anthony Salcito, vice president of education for Microsoft. From a virtual travel agency to a school-based music studio to a real-world advertising pitch, the ideas highlighted, from seven amazing teachers, represent inspired teaching at its best. The author also suggests ways a teacher can bring innovation to his/her own classroom.
A Classroom of Engineers
Author: Schachter, Ron
Date: 2012-00-00
Type: Journal Articles
Subjects: Engineering,STEM Education,Science Education,Engineering Education,Mathematics Education,Technology Education,Science Instruction,Science Experiments,Elementary School Science,Elementary School Students,Grade 4,Grade 5

Due in part to testing pressures, for years the science subject has taken a back seat to reading and math. And though topics like volcanos and time travel have the potential to get kids' attention, science's status as a curricular stepchild typically translates into dull textbooks and little budget for experiments or supplies. The tide is beginning to turn. President Obama has made science, technology, engineering, and mathematics--the so-called STEM curriculum--a priority in his educational agenda. More states are including STEM objectives in their standards. And teachers are discovering that STEM offers students unique opportunities for cross-curricular learning and for developing skills they'll need for the workplace. What's more, according to educators and researchers, STEM--in particular, engineering and its related design process--is endemic to the way kids learn.
Txting 2 Lrn
Author: Trubek, Anne
Date: 2012-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Adolescents,Literacy Education,Teaching Methods,Phonology,Reading Skills

The average American teen texts a lot: 3,339 messages per month, according to a recent Nielsen survey. That's more than 130 of them a day, everyday or a text every 10 minutes, almost around the clock. However one looks at it, cell phones have revolutionized the way kids communicate. How should teachers respond? Historian Niall Ferguson's opinion piece in "Newsweek," "Texting Makes U Stupid," exemplifies the general line of attack: Teens who text do not read books, he asserts. Such attacks are easy to find--perhaps because they're easy to write. They are not based on research. In fact, if one looks at studies on texting, a different conclusion emerges: Texting increases literacy, and it improves, of all things, spelling. This article offers tips on how to incorporate texting into one's lessons.
Boost Reading Skills by Summer
Author: Fink, Jennifer L. W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Skills,Reading Instruction,Elementary School Students,Reading Difficulties,Reading Fluency,Barriers,Reading Comprehension,Reading Programs,Parent Participation,Student Interests,Self Esteem,Middle School Students

The end of the school year is in sight, but it's not too late to help lower-level readers catch up. Experts across the country were asked about the most common obstacles to reading success--and effective ways to over-come them. Their insights and tips can help a teacher make a real difference before summer begins.
STEM Talent Development: Advocacy--Taking STEM from Idea to Action
Author: Roberts, Julia Link
Date: 2012-00-00
Type: Journal Articles
Subjects: Talent,Advocacy,Talent Development,STEM Education,Teaching Methods,Decision Making,Futures (of Society),Questioning Techniques,Elementary Secondary Education

Advocating for advanced learning or talent development in science, technology, engineering, and mathematics (STEM) is both timely and very important. It is very important to speak out on behalf of talent development as the future of society depends on providing opportunities for developing talent to optimum levels. Some basic questions can set an advocacy plan for STEM in motion: Who? What? When? and How?. The question of "who" should advocate points to each educator who is interested in excellence in learning in the STEM disciplines. "What" presents the second of the basic questions, and the answer to this question frames the advocacy plan. An important component of a successful advocacy campaign is a clear message, one that has been crafted to resonate with the decision-makers. The advocacy message must be crafted to articulate the goal. "When" is the next question for advocates to consider when making an advocacy plan. The sooner, the better is the motto to use when it comes to timing an advocacy campaign. "How" should the advocacy carry on? The answer to this question lies in the importance of recognizing the characteristics of an effective advocate.
Teaching and Learning: Using Gene Ontology to Enrich Student Learning
Author: Lindeman, Cheryl A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Instructional Design,Biotechnology,Teaching Methods,Learner Engagement,STEM Education,Science Education,Higher Education,Undergraduate Students,Learning

Teaching and learning in the information age can be stressful. It seems only yesterday teachers were trying to imagine what the information age would be like. Now their brains are bombarded by billions of words every time they perform a "Google Search." There is a calm to the chaos when teachers focus on the foundation of their profession. Their role as teachers is to design learning activities that will actively engage students to be independent learners. The focus is on student learning, and teachers are in the background of the process. As teachers identify new avenues for student learning, there are basic questions that are part of the instructional design process. In this article the author shares how she taught her biotechnology class how to annotate genes through the CACAO project. She was glad because her students were able to recognize evidence-based research comparing molecular functions and cellular components across genomes.
Are STEM High School Students Entering the STEM Pipeline?
Author: Franco, M. Suzanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Career Planning,High School Students,Comparative Analysis,STEM Education,Science Education,Technology Education,Grade 8,Longitudinal Studies,Career Education,Gender Differences,College Bound Students

This study compared the career skills and interests for students in two STEM schools to national data. Students completed the KUDER skills assessment and career planning online tools. Results were compared across school, grade level, and sex. The results provided evidence that STEM high school students expressed career intents in predominately STEM-related careers at twice the national rate. Between 42 and 44% of STEM school students hold STEM-related career intents, and these intents resulted in more than half of the School B STEM school students majoring in STEM fields in college (School A will graduate its first class in 2013). This is double the national percentage of high schools graduates pursuing STEM-related college studies, suggesting that STEM high school students are entering the STEM pipeline. (Contains 9 figures.)
Economic Impact: Methodology and Overall Findings
Author: Dash, Karen
Date: 2012-00-00
Type: Journal Articles
Subjects: Taxes,Economic Impact,Methods,Science Education,Mathematics Education,Elementary Secondary Education,High Schools,Gifted,Talent,High School Students,Talent Development

This paper summarizes five phases of a comprehensive Economic Impact Study conducted by the North Carolina School of Science and Mathematics (NCSSM) from 2009-2011. The methodology and assumptions of those analyses is summarized for those wishing to conduct similar studies. The paper also documents highlighted results, such as the school's estimated $521 million in 2009 contributions to the North Carolina economy, including over $20 million in institutional spending, $1.1 million in state taxes, and nearly $500 million in economic activity by NCSSM alumni. Over their lifetimes, each cohort of NCSSM graduates who reside in North Carolina contributes between $48.4 and $66.8 million in taxes to the state's treasury. As the publicly-supported school continues to expand enrollment, its economic impact on the region will continue to grow.
Effects of Di-butyl Phthalate (DBP) on Developing Medaka Embryos
Author: Tang, Sherry
Date: 2012-00-00
Type: Journal Articles
Subjects: Developmental Delays,Developmental Stages,Science Education,Science Experiments,Observation,Animals,Biochemistry,Teaching Methods,Research Methodology,Science Instruction,High School Students,Secondary School Science

Plasticizers are chemical additives that enhance plastic flexibility. They are ubiquitous environmental contaminants and are commonly found in river and lake waters (Fromme et al 2002). The present study aimed to investigate the effects of a water-soluble plasticizer, dibutyl phthalate (DBP) on developing Medaka ("Oryzias latipes") embryos. Three concentrations of DBP (5 microgram/L, 25 microgram/L, and 45 microgram/L) were used to treat groups of 10 eggs, and death, developmental stages, and any morphological abnormalities were observed for 5 consecutive days. Embryos with asymmetrical eyes and missing eyes were observed in the DBP groups. In addition, dose-dependent mortality and developmental delays were also observed. 45 microgram/L and 25 microgram/L were lethal by the 5th day. The results indicate that DBP poses an environmental hazard to developing fish. (Contains 6 figures.)
Using Enzymes to Improve Antibiotic Effectiveness on "Staphylococcus Epidermidis" Biofilm Removal
Author: Candal, Carmen
Date: 2012-00-00
Type: Journal Articles
Subjects: Experimental Groups,Comparative Analysis,Control Groups,Biochemistry,Statistical Analysis,Science Education,STEM Education,Magnet Schools,Secondary Schools,Science Experiments,Measurement Techniques,High School Students,Secondary Education,Science Instruction

The effectiveness of five different enzymes as treatments against Staphylococcus biofilm growth was measured in the presence of antibiotics and alone. Protease was the least effective enzyme in biofilm removal with all antibiotics, and pectinase was the most effective with dicloxacillin and clindamycin. Also, dicloxacillin was the most effective antibiotic. "S. epidermidis" was resistant to ciprofloxacin except in the presence of amylase and pectinase. Overall, there was a statistically significant difference among the treatments on biofilm absorbance (ANOVA; df = 23; F = 2.06; p = 0.009). Because of limited growth in the biofilm assay, no significant difference was found between the treatment groups and the control. However, a zone of inhibition study found that planktonic growth was unaffected by enzymes but inhibited by all antibiotics tested. Results support that enzymes may aid in antibiotic effectiveness against biofilm growth, and more extensive testing is warranted to explore why the impact differs in the biofilm structure. (Contains 3 figures.)
Through the Looking Glass: Adult Education through the Lens of the Australian Journal of Adult Learning over Fifty Years
Author: Harris, Roger
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Learning,Adult Education,Periodicals,Role,Adult Educators,Trend Analysis,Authors,Reflection,Longitudinal Studies,Content Analysis,Educational Trends,Lifelong Learning,Intellectual Disciplines

In this paper we review fifty years of articles published in Australian Journal of Adult Learning in its various iterations. We examine the different roles of the journal: to illuminate the history and trends of adult education authors; to be the flagship of the adult education profession in Australia; to reflect on significant national events; and to mirror the changing knowledge base of the discipline. We analyse the authorship of the articles over fifty years, and determine patterns in contribution to the journal by gender, location, institutional affiliation and author numbers. We also examine key themes that have surfaced in the writings on adult education. The articles published in the journal are significant because they are primary sources of the day, unfettered by the perspectives, viewpoints and standards of later periods. Our paper serves as a useful looking glass through which we might be able to view more clearly the shifting research interests of the past and the challenges in the future for the adult and community learning sector. (Contains 11 figures and 6 tables.)
All over, Red Rover? The Neglect and Potential of Australian Adult Education in the Community
Author: Golding, Barry
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Community Education,Adult Learning,Status,Value Judgment,Role of Education,Evidence,Vocational Education,Educational Policy,Lifelong Learning

Consistent with the &quot;looking back, moving forward&quot; conference theme, in this paper we undertake a critical, research-based appraisal of the current, arguably neglected state of adult education in Australia in 2010, and proceed to paint a picture of how a different and potentially more positive future might be realised. Firstly, we emphasise situations (including states and territories) in Australia in which adult education is seen to be lacking or missing for particular groups of adults. Secondly we emphasise research evidence confirming the demonstrable value of learning for purposes other than those that are immediately vocational. We identify links between lifelong and lifewide learning on one hand, and health and wellbeing on the other. Part of the paper involves international comparisons with other forms of adult learning that Australia might learn from, adapt or borrow. We make particular reference to research underpinning the recent Inquiry into the Future of Lifelong Learning by NIACE in the United Kingdom. Our first main conclusion has to do with equity. Adult and community education (ACE) in Australia is currently seen to be least available or accessible to those Australians with the most limited and most negative experiences of school education, but the most need to learn in non-vocational domains. These groups include older Australians, some men and women, people not in paid work, and rural, isolated and Indigenous people. Our second main conclusion is that, to realise adult learning's future potential, we need changes to government policies, research and practice that acknowledge and actively support the broader nature and value of learning for life across all age groups. To paraphrase research from Belgium by Sfard (2008), based around Beck's (1986) exploration of reflexive modernity, the adult education function of ACE is in dire straits, unless education is seen as being much more valuable than the sum of individual vocational competencies, and particularly unless it is also recognised, valued and supported as one of many valuable outcomes of social, lifelong and lifewide learning throughout the community.
Authenticity through Reflexivity: Connecting Teaching Philosophy and Practice
Author: Jenkins, Catherine
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Focus Groups,Adult Education,Adult Educators,Public Policy,Teaching Methods,Reflection,Beliefs,Teacher Attitudes,Interviews,Journal Writing,Educational Philosophy,Educational Policy,Action Research,Labor Force Development,Vocational Education

Adult educators have strong beliefs. This will surprise no-one, but where do their beliefs come from, and how do they influence future development of their teaching practice? Drawing on my PhD research, I explore the multi-directional relationship between teaching beliefs and practices, considering the influence of past traditions of adult education and personal philosophies of teaching. Through interviews, journaling and a focus group, ten practitioners from Melbourne's Centre for Adult Education explored the sticky questions of how their philosophies developed and how these philosophies interconnect with more recent notions of good practice. Some research suggests that teaching practice is fundamentally shaped by beliefs that are stable and resistant to change, yet these practitioners revealed a dynamic, multi-directional relationship between teaching beliefs and practices. They were influenced by their own past experiences of learning and some of the broad traditions of adult education, yet arguably of greater interest was the finding that adult educators' philosophies of teaching were also influenced by their current practice, their interaction with learners, and the challenges of the day-to-day learning context. The words and experiences of these practitioners demonstrate that deliberate engagement with educators' beliefs may enhance authentic development of their teaching practice. Current directions in government policy for adult education are firmly fixed on skilling a national workforce, and naturally require adult educators' teaching practice to reflect this. What can be expected when this irresistible force meets the potentially immovable object of adult educators' teaching philosophies?
Recognition of Prior Learning (RPL): Can Intersubjectivity and Philosophy of Recognition Support Better Equity Outcomes?
Author: Hamer, Jen
Date: 2011-12-00
Type: Journal Articles
Subjects: Foreign Countries,Prior Learning,Recognition (Achievement),Philosophy,Postmodernism,Interpersonal Relationship,Access to Education,Inclusion,Adult Vocational Education,Evaluation,Identification

The formal recognition of prior learning (RPL) has long been lauded and even, one might suggest, doggedly pursued as a tool of social justice and equity within education sectors across the world (Harris, 1999; Wheelahan, Miller &amp; Newton, 2002; Castle &amp; Attwood, 2001; Cleary et al., 2002). It can accredit skills and knowledges that have evolved from diverse, informal learning experiences and cultural locations and is thought to be &quot;a powerful tool for bringing people into the learning system&quot; who have otherwise become disengaged (Hargreaves, 2006: 2). Many strategies have been identified to increase access to RPL in Australia, including targeted promotion, reduction of bureaucratic procedures, and creative evidence-gathering and assessment techniques. But the fruits of these efforts are not sufficiently realised in increased social inclusion. The data indicate that, while RPL is on the increase in some quarters, there is still limited uptake by traditionally marginalised learners, such that more RPL overall does not necessarily lead to better outcomes for equity groups (Misko, Beddie &amp; Smith, 2007). After more than a decade of focused attention, I believe this situation demands broader, less instrumental thinking, in favour of a more relational analysis of the meaning of recognition assessment and a different conceptualisation of RPL overall. In this paper I draw on qualitative research in progress to explore the meaning of RPL to candidates and the significance of the candidate-assessor relationship as a site of negotiated meaning and identity construction (Hamer, 2010). Looking through the lens of a philosophy of recognition (Honneth, 1995) and postmodern understandings of the discursive production of the self (Chappell et al., 2003; Benhabib, 1992), I ask questions about the nature and effects of the assessment relationship. I invite considerations of this relationship as an intersubjective exchange within a wider, more fundamental &quot;struggle for recognition&quot; as part of human self-actualisation (Honneth, 1995). I will use emerging data to illustrate the meaning and effects of RPL within this theoretical framework and propose a reconceptualisation of recognition assessment that aims to enhance our efforts towards access and equity goals.