ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Policy Solutions to Improve the Efficiency and Equity of Florida's Bright Futures Scholarship Program
Author: Mckinney, Lyle
Date: 2009-00-00
Type: Journal Articles
Subjects: Efficiency,Criticism,Policy Analysis,Scholarships,Program Improvement,Equal Education,Change Strategies,Student Financial Aid,State Aid,Audits (Verification),Access to Education,Eligibility,State Programs,Educational Administration

The Bright Futures Scholarship (BFS), Florida's lottery-funded, merit-based scholarship program, has been a source of both praise and criticism since its 1997 inception. Proponents of the scholarship assert the program has achieved the desired goals of making college more affordable for state residents and encouraging the brightest students to attend in-state colleges. Conversely, the BFS program has drawn heavy criticism for providing minority and low-income students with disproportionately fewer scholarships than Whites and high-income students who could have afforded college without the state's financial support. This policy analysis explores four alternatives for Florida policymakers to consider when reexamining the current structure of the BFS program: (1) maintain the status quo; (2) implement flat-rate award amounts; (3) introduce a &quot;blended&quot; program that provides both merit and need based aid; and (4) transform the BFS into a predominately need-based aid program. All four policy alternatives are evaluated based on the policy goals of cost efficiency, distribution equity, and political feasibility. (Contains 4 tables and 1 footnote.)
Examining Instructional Leadership: A Study of School Culture and Teacher Quality Characteristics Influencing Student Outcomes
Author: Ohlson, Matthew
Date: 2009-00-00
Type: Journal Articles
Subjects: Instructional Leadership,School Culture,Teacher Effectiveness,Teacher Characteristics,Teacher Influence,Academic Achievement,Outcomes of Education,Elementary School Students,Teacher Attitudes,Attendance,Suspension,Urban Schools,Public Schools,Elementary School Teachers

First, to examine the influence of teacher input characteristics and teacher perceptions of school culture on student absences. Second, to examine the influence of teacher input characteristics and teacher perceptions of school culture on out-of-school suspensions. Data was obtained for the 2006-2007 school year from 23 urban public elementary schools in Florida. Using the school as the unit of analysis, data was collected examining student absences and suspensions during the 2006-2007 school year reported by the Florida Department of Education's School Indicators Report. Surveys were administered to examine collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership, identified by Gruenert and Valentine (1998) as the six components of the collaborative culture of a school. Surveys also documented teacher input characteristics such as years teaching, percent out of field, and highest degree obtained. Correlation using multiple regression was used to analyze the data. As the Unity of Purpose factor increased, the model predicted that student absences would decrease by 22.56%. In addition, the model predicted that when either the average years of experience for teachers within a school increased or when the Collaborative Leadership factor increased, student suspensions would decrease by 0.413%. and 4.81% respectively. (Contains 1 figure and 10 tables.)
The Efficacy of Florida's Approach to In-Service English Speakers of Other Languages (ESOL) Teacher Training Programs
Author: Simmons, Ronald D., Jr.
Date: 2009-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Compensatory Education,Inservice Teacher Education,Secondary School Teachers,Teacher Attitudes,Instructional Effectiveness,Faculty Development,Best Practices

The issue of school achievement among k-12 English language learners (ELLs) has grown in recent years to become one that policy makers and school officials can hardly afford to ignore. A range of indicators including graduation rates, and Florida's High stakes test the FCAT, attests to this general trend. English language learners in Florida are overwhelmingly mainstreamed in content classes and it has become the responsibility of teachers to provide a comprehensible and meaningful education to those not proficient in English. This study attempts to determine whether district training sessions in Florida are adequately covering state-mandated content areas for the ESOL endorsement; it asks to what extent secondary school in-service teachers agree or disagree that they received the appropriate amount of instruction; and seeks to ascertain whether the trainings being studied will prepare them to educate the myriad of English language learners who are mainstreamed into their classrooms each year. (Contains 3 tables.)
Two Approaches to Engineering Design:Observations in sTEm Education
Author: Kelley, Todd R.
Date: 2010-00-00
Type: Journal Articles
Subjects: STEM Education,Engineering,Comparative Analysis,Curriculum Design,Advanced Courses,Problem Solving,High School Students,Researchers,Classroom Observation Techniques

A comparative study was conducted to compare two approaches to engineering design curriculum across different schools (inter-school) and across two curricula &quot;Project Lead the Way and Engineering Projects in Community Service&quot; (inter-curricula). The researchers collected curricula material including handouts, lesson plans, guides, presentation files, design descriptions, problem statements, and support guides. The researchers conducted observations in the classrooms to collect qualitative indicators of engineering/technology reasoning, collect data on the nature of students' questions, how students define problems, and operate within the constraints of a design problem. Observational protocol studies were conducted on students participating in &quot;Project Lead the Way&quot; curriculum programs and with students participating in &quot;Engineering Projects in Community Service&quot; (EPICS). Students were asked to work through an ill-defined problem, in this case the problem of creating a new playground for an elementary school. The data from these protocols were analyzed using a coding process; a list of universal technical mental processes (Halfin, 1973) and a computer program OPTEMP, (Hill, 1997) to accurately record frequency and time of each mental process employed by the students. The data from the protocol results were used to identify common cognitive strategies employed by the students to determine where these students placed greatest emphasis throughout the observational protocol. General findings indicated that participants in the &quot;EPICS-High&quot; program were more solution-driven problem solvers, where the &quot;Project Lead the Way&quot; participants were generally problem-driven as defined by Kruger &amp; Cross (2006). Additionally, the participants in both groups had completed advanced courses in mathematics, very little mathematics was employed (less than 3%) to describe constraints of the problem or predict results of proposed solutions. Over half of the students became fixated at some point on the provided picture. (Smith; Ward; &amp; Schumacher, 1993). This study provides important insight about how students solve ill-defined problems, providing vital information for technology education as it seeks to implement engineering design. (Contains 8 tables and 4 figures.)
Evaluating the Impacts of Technology Education on Military Maintenance Students
Author: Jordan, Jeremy D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Vocational Education,Armed Forces,Military Training,Motor Vehicles,Equipment Maintenance,Instructional Effectiveness,Student Characteristics,Cognitive Style

The United States Air Force (USAF) provides career and technical education (CTE) to a wide variety of specialty career fields. Training airmen to carry out the mission while honoring the USAF core values of integrity first, service before self, and excellence in all we do is the top priority of military leaders and trainers. Vehicle maintenance is especially important as one minor malfunction could cause multiple injuries and deaths. Vehicle maintainers are thus trained in grueling learning environments and follow arduous regulations to ensure the utmost adherence to standards. This paper presents the findings of a recent study at the Port Hueneme Naval Station in California, home of the technical school of Air Force Vehicle maintenance. The results focus on three specific areas that contribute to performance: student learning preferences, Armed Services Vocational Aptitude Battery (ASVAB) scores and other personal characteristics, and a comparison of alternate training aids. (Contains 6 tables and 3 figures.)
An Assessment of the &quot;Diploma in Computer Engineering&quot; Course in the Technical Education System in Nepal
Author: Basnet, Kul Bahadur
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Technical Institutes,Engineering Education,Computer Science Education,Employment Opportunities,College Graduates,Curriculum Development

The purpose of this study was to assess the Diploma in Computer Engineering (DCE) courses offered at affiliated schools of the Council for Technical Education and Vocational Training (CTEVT) with a focus on the goals of the curriculum and employment opportunities. Document analysis, questionnaires, focus group discussions and semi-structured interviews were conducted to gather the data. This study analyzed and described current issues and future policy strategies associated with employment opportunities of graduates. The study indicates that there is potentiality for job opportunities in foreign and domestic markets, especially for DCE graduates. The study also reveals that a remarkable number of graduates are self employed. Based on the findings of the study, the government of Nepal can play a vital role through the CTEVT to improve the employability of DCE graduates by the monitoring and supervision of institutions, fulfillment of standards requirements of programs, curriculum amendment, and marketing DCE programs. (Contains 9 tables.)
Exploring a Web-Based Pedagogical Model to Enhance GIS Education
Author: Lisichenko, Richard
Date: 2010-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Information Science Education,Web Based Instruction,College Instruction,Web Sites,Student Projects,College Students,Teaching Models,Instructional Effectiveness

Research literature suggests that the utilization of web-based resources can enhance the classroom learning experience for students. There are a variety of approaches that can be taken, but research also indicates that adhering to a predetermined course of action or model is a significant component towards meeting pedagogical objectives. The development of a Web-based model for Geographic Information Systems (GIS) education has the potential to improve learning through: student generated documentation, ease of access to technical and problem solving strategies, student collaboration, online assessments, and timely feedback. The preliminary study of student development of personal GIS websites suggests that establishing a structure that addresses the various student levels of familiarity regarding website development is required. Moreover, providing an adequate framework towards managing technical and theoretical documentation entries is beneficial. Implementing and testing the proposed model using a quasi-experimental approach is the next step in this research.
Repositioning the Facilities in Technical College Workshops for Efficiency: A Case Study of North Central Nigeria
Author: Umar, Ibrahim Y.
Date: 2010-00-00
Type: Journal Articles
Subjects: Technical Institutes,Educational Facilities,Vocational Education,Case Studies,Foreign Countries,Administrators,Vocational Education Teachers,School Personnel,Questionnaires

This article focuses on assessing the facilities in Government Technical College workshops in the context of a developing country. A descriptive survey design was adopted. Two research questions and a hypothesis were formulated to guide the study. A 35-item questionnaire was developed based on the National Board for Technical Education (NBTE) standards on Technical College workshops, and was validated by three experts. Data was collected from 101 administrators, 140 teachers, and 24 workshop personnel randomly sampled and stratified along trades in 19 Government Technical Colleges in North Central Nigeria. Mean was employed to answer the research questions while one-way analysis of variance (ANOVA) was employed to test the hypothesis using Statistical Package for Social Sciences (SPSS) for analysis. Results revealed that administrators, teachers, and workshop personnel shared similar views on inadequacy of facilities in Technical College workshops. It was therefore recommended that: The private sector should be encouraged to initiate and participate in the provision of facilities using such methods as build operate-and-transfer (BOT), build own-operate and transfer (BOOT) and rehabilitate-operate and transfer (ROT); special intervention funds should be set aside by Government for procurement of workshop facilities to technical colleges, such channels may include Education Tax Fund (ETF) as practiced in Nigeria; Non Governmental Organizations (NGOs), Parent Teacher Association (PTA), and Community Based Organizations (CBOs) should be asked for support in supplying relevant facilities to the workshops as obtained in some nations; and that a specific percentage of income tax generated annually by the Government should be utilized for provision of workshop facilities in technical colleges. (Contains 3 tables.)
Developing Quality Online Dialogue: Dialogical Inquiry
Author: Bound, Helen
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Learning Experience,Surveys,Case Studies,Vocational Education,Higher Education

Dialogue is "at the heart of the e-learning experience" (Littleton & Whitelock 2004, p.173). It is the means to building mutual understanding, encouraging the construction of personal meaning and ensuring engagement. Inquiry requires dialogue. If we value processes of inquiry, then it is at our peril that we ignore the complex issues and aspects of designing and facilitating in online environments for inquiry processes. How do we design online learning experiences that encourage dialogue and a process of inquiry? A phenomenological inquiry using student postings, student interviews and survey data from an online undergraduate course is undertaken to explore the dynamic interrelation between design, facilitation, tools and learning. As part of the analysis, a heuristic device was developed--the "Map of aspects of dialogical inquiry." In this article, this device and the dynamic interrelation between design, facilitation, tools and learning are discussed, and implications for practitioners teaching in online environments are explored. (Contains 3 tables and 3 figures.)
Do We Practice What We Preach? The Teaching Practices of Inclusive Educators in Tertiary Settings
Author: Reupert, Andrea
Date: 2010-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Data Analysis,Teaching Methods,Postsecondary Education,Interviews,Colleges,Higher Education,Learning Disabilities,Foreign Countries,Special Education

In this study, the practices and views of lecturers who teach inclusive education to trainee primary school teachers are examined in relation to their own inclusive teaching practices as they pertain to working with students with a disability. This examination draws on interview data gleaned from nine university lecturers. These data provide important information about inclusive education practices in higher education institutions generally and, in particular, education faculties. The results of the data analysis indicate that even though all the lecturers self identify as inclusive educators and adopt various inclusive teaching and assessment practices, barriers exist that impede inclusive practice in tertiary settings. Recommendations for future research and training conclude the paper. (Contains 1 table.)
Empowering Student Leadership Beliefs: An Exploratory Study
Author: Marcketti, Sara B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Leadership,Beliefs,Empowerment,Higher Education,College Students,Pretests Posttests,Employment

Leadership beliefs contribute to behaviors and attitudes. The purposes for conducting this study were 1) to gain an understanding of undergraduate students' leadership beliefs, 2) to implement three distinct leadership modules into an introductory textiles and clothing course, and 3) to assess the modules' effectiveness in promoting empowering leadership beliefs. The study used quantitative and qualitative methods (n = 76). Findings suggest undergraduates' perceptions of leadership encompass trait and situational perspectives of leadership. The modules influenced students' understanding of the varied definitions of leadership and empowered them to consider that the behaviors, beliefs, and attitudes of leadership were attainable. (Contains 4 tables.)
Preparing Scholars of Teaching and Learning Using a Model of Collaborative Peer Consulting and Action Research
Author: Waterman, Margaret
Date: 2010-00-00
Type: Journal Articles
Subjects: Seminars,Action Research,Active Learning,Rewards,Teaching Methods,Scholarship,Higher Education,Instruction,Learning,Evaluation,College Faculty,Academic Achievement,Tenure

The Scholarship of Teaching and Learning (SoTL) Fellows Program at Southeast Missouri State University supports an annual cohort of 10 faculty Fellows to evaluate, through individual research projects, the effect of teaching on student learning of two or more of the university's General Education objectives. Designed around practical action research and collaborative peer consulting, the SoTL Fellows Program creates a multidisciplinary community of peers who meet approximately monthly (seminar schedule included). Subgroups within the seminar address sequenced questions about research processes and then collaboratively consult with one another as they apply the research processes to their specific projects. The Fellowship year culminates in a presentation of project findings to the University community. The Program is well supported by the Administration. Fellows receive up to $1500 for research and travel. Analysis of 3 cohorts of Fellows showed that 66% of the projects had clear results showing enhanced student learning. The surveyed Fellows affected over 4500 students in 100 courses. Most of the projects emphasized a new teaching approach, new curriculum materials, integrated applications, and active learning. Fifteen projects were presented at conferences and 7 were published in peer reviewed journals to date. Participation in the SoTL Fellows Program is viewed positively in promotion and tenure decisions, with Fellows reporting a variety of intrinsic rewards as well. (Contains 3 tables and 2 figures.)
Project Panama: An International Service Project
Author: Aydlett, Lydia
Date: 2010-00-00
Type: Journal Articles
Subjects: Service Learning,Measures (Individuals),Foreign Countries,Volunteers,Adults,Adult Education,Pretests Posttests,Motivation,College Students,Academic Achievement

Participation in service learning projects is a growing phenomenon at universities and colleges. Research indicates service projects are beneficial for college students and adults. There is little data investigating developmental differences in how younger versus older participants perceive the service learning process. In this project, older adults joined high school and university students on a ten-day service mission to Panama to provide humanitarian aid. Using both qualitative and quantitative data, participants were assessed on their motivations for volunteering, their belief in a just world, and their emotional experiences from working in a service learning setting. On the Volunteer Functions Inventory, there was no significant difference between the students' and the adults' motivation to volunteer, but as evidenced on the Global Belief Scale, students were more likely to endorse the belief that life is fair and predictable and that people get what they deserve than were the older non-students. The Aids Caregiver Scale indicated younger and older participants reported similar levels of satisfaction in their work on this project. The qualitative analysis involved a paper synthesizing the experience from a strict service learning perspective. Suggestions and recommendations for similar projects are included.
The Spread of ICT Innovation in Accounting Education
Author: Jebeile, Sam
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Learning Modules,Accounting,Business Education,Technology Uses in Education,Technology Integration,Questionnaires,Educational Innovation,Predictor Variables,Courseware,Electronic Learning,Foreign Countries,Teaching Methods,Participant Satisfaction

This paper conveys the findings of a study conducted to evaluate the initiation of an interactive online computer-assisted learning module, called WEBLEARN, in an undergraduate introductory accounting course at an Australian university. The purpose was to aid students in the preparation of cash flow statements, a topic that from the student perspective is usually considered fairly difficult. Following the pilot of the module, student responses were collected via questionnaire in order to evaluate their perceptions regarding the WEBLEARN module. Diffusion of innovations theory was utilized as a framework for assessing student responses and to guide further development of modules in other topics within the accounting unit. The results proved to be significant in relation to all four independent variables: relative advantage, compatibility, ease of use, and result demonstrability. The combination of quantitative and qualitative findings indicates that the majority of students formed favourable perceptions regarding the relative advantage, compatibility, and ease of using the module, which further translated into positive intentions regarding prospective use of the module as a learning resource. (Contains 3 tables.)
Writing Blah, Blah, Blah: Lecturers' Approaches and Challenges in Supporting International Students
Author: Arkoudis, Sophie
Date: 2010-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Acquisition,Teaching Methods,Lecture Method,Foreign Students,Higher Education,Academic Discourse,Foreign Countries,Writing Skills,Interviews,Feedback (Response)

The increase in numbers of international students who have English as a second language (ESL) and are studying in English-medium universities has renewed the emphasis of English language development in higher education, particularly concerning academic writing. Much of the discussion has concentrated on developing best practices in providing support via Language and Academic Support (LAS) programs. However, the main challenge in recent years has focused on integrating disciplinary and language learning. What has been largely missing from the discussion are the views of lecturers and students regarding the strategies they use to develop academic writing in the discipline. This paper addresses this issue. The analysis reveals that academic writing within the disciplines is largely an individual endeavor for both lecturers and their students. Lecturers focus on explaining what skills students are required to demonstrate in their assignments, but students are more concerned with understanding &quot;how&quot; they can develop these skills. The implications are discussed concerning the development of a whole institutional approach for integrating language and disciplinary teaching. (Contains 2 tables.)