ethanporcaro/eric-fulltext-meta huggingface dataset:
Empowering Students as Active Participants in Curriculum Design and Implementation
Author: Jagersma, John
Date: 2010-12-22
Type: Reports - Evaluative
Subjects: Curriculum Development,Curriculum Design,Foreign Countries,Student Participation,Educational Theories,Theory Practice Relationship,Student Empowerment,Student Role

Curriculum is constructed with the learner as its central focus. Yet the voice of the learner is largely excluded from the curriculum design and implementation process. The author is both an educator and administrator and the intent of this paper is to provide other educators with a deeper understanding of the potential for increased learning when the student is included in curriculum design. In order to support this position, the author reviews how theorists from various curriculum perspectives have historically recognized the absence of student voice in curriculum planning. It is not an exhaustive analysis, but rather an overarching review of the work of certain significant theorists from the past hundred years. Building from this review, a case is presented giving reasons why students should be included in the process. To bolster the philosophical argument in favor of student voice, specific research based evidence is reviewed which shows positive results when students are included in the curriculum planning process. The paper concludes with a review of how the Ministry of Education in Alberta is changing its view of the role of the learner.
Corruption in Higher Education: Causes, Consequences, Reforms. The Case of Georgia
Author: Orkodashvili, Mariam
Date: 2009-00-00
Type: Information Analyses
Subjects: Higher Education,Educational Change,Languages,Foreign Countries,Universities,Intervention,College Faculty,College Entrance Examinations,Accreditation (Institutions),Risk,Deception,Ethics,Educational Finance

Certain cases from any single country might provide examples for consideration of corruption issues for other countries or regions. Corruption cases and the strategies of fighting them in Georgian flagship universities might be noteworthy and useful for other countries facing similar problems. The paper discusses the features of corruption in higher education system in Georgia and the ways to decrease its prevalence. It emphasizes the importance of the aspirations of the country to join NATO in its effectiveness to conduct higher education reforms and to fight corruption. The paper also analyses the three interventions that have served to combat corruption in Georgian higher education. These interventions are: the initiation of Unified National Entrance Examinations, a new system to accredit higher education institutions, and the restructuring of higher education staff. The paper makes a suggestion that these reforms shattered the complacency and confidence of corrupt individuals, decreased the level of familiarity with corrupt systems and channels, increased the risk of bribe taking, and made the re-channeling of corrupt practices risky and expensive. The conclusion summarizes the key findings, discusses the implications of the reforms, and offers recommendations for further actions. (Contains 2 bar charts, 1 table, 6 footnotes, and 7 online resources.)
Supervisees' Perception of Clinical Supervision
Author: Willis, Lisa
Date: 2010-12-12
Type: Reports - Descriptive
Subjects: Supervision,Counselor Training,Supervisor Supervisee Relationship,Role,Competence,Counselor Evaluation,Counselor Attitudes

Supervisors must become aware of the possible conflicts that could arise during clinical supervision. It is important that supervisors communicate their roles and expectations effectively with their supervisees. This paper supports the notion that supervision is a mutual agreement between the supervisee and the supervisor and the roles of supervision and supervisees' perceptions will be discussed.
A Study of 8 Fundamental Moral Characteristics among Thai Undergraduate Students
Author: Ngammuk, Patariya
Date: 2011-01-00
Type: Reports - Research
Subjects: Undergraduate Students,Individual Characteristics,Cultural Context,Moral Values,Foreign Countries,Personality Traits,Teaching Methods,Behavior Change,Hygiene,Ethics,Learning Activities

The objective of this study is to explore the eight fundamental moral characteristics of undergraduate students in order to benefit instructional model development. The eight moral characteristics are diligence, frugality, honesty, discipline, politeness, cleanliness, unity and generosity. The study findings rank these eight moral characteristics from the highest to the lowest as follows: politeness (4.35), generosity (4.14), honesty (3.96), unity (3.90) cleanliness (3.883), discipline (3.72), diligence (3.48) and frugality (3.46). With the moral characteristic data provided by this study, teachers can develop instructional models and activities inside and outside of the classroom in a more targeted manner. (Contains 1 table and 4 online resources.)
Gifted in Rural Louisiana: Past, Present, and Future
Author: Courville, Keith
Date: 2010-01-00
Type: Information Analyses
Subjects: Rural Schools,Academically Gifted,Definitions,Human Resources,Literature Reviews,Incidence,Educational Finance,Educational History,Barriers,Talent Identification,Access to Education,Cost Effectiveness,Teacher Qualifications

Purpose: This literature review explores the status of gifted education within the confines of predominately rural districts, such as those in Louisiana, in an effort to increase awareness of some of the unique struggles of both gifted programs and students. Findings: Topics addressed in this paper include: (1) the prevalence of rural schools in the American educational system; (2) financial and systematic issues pertaining to rural educational systems; (3) historical and modern definitions of giftedness; (4) challenges facing identification programs incorporating modern definitions of giftedness within their operational framework; (5) limitations of services for gifted students offered in rural districts; (6) status of Louisiana in meeting identification and service recommendations; (7) and possible cost effective solutions for rural programs. Conclusions: Despite challenges and pervasive problems within the areas of finances and human resources, as well as the tendency to use historical, rather than modern, methods of identifying and serving gifted students, there are cost effective and achievement orientated solutions for gifted programs in rural schools and districts.
It Can Be Done: With Advocacy, Libraries Can Thrive on Pacific Islands. Selected Papers from PIALA 2007, Pacific Islands Association of Libraries, Archives and Museums Annual Conference (17th, Tinian and Saipan, Commonwealth of the Northern Mariana Islands, November 12-17, 2007)
Author: Horie, Ruth H., Ed.
Date: 2010-00-00
Type: Collected Works - Proceedings
Subjects: Library Associations,Conferences (Gatherings),Academic Libraries,Library Materials,Government Publications,Cataloging,Maps,Electronic Libraries,Librarians,Internet,Foreign Countries

This publication follows the tradition of publishing selected papers from Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. The volume begins with a listing of the members of the PIALA 2007 Planning Committee, the Officers and Executive Board, and Acknowledgements, followed by the Pre-Conference Workshop outline, the agenda of the PIALA Executive Board Meeting, and the Conference Program schedule. The presentations include: In the Spirit of Friendship: PIALA and HLA, by Keiko Okuhara; Web-accessible Resources: Expanding Library Collection Horizons, by Suzanne T. Bell and Maria B. Ovalles; An Introduction to Cataloging, by Pam Bidwell; Internet Resources for Cataloging, by Ruth Horie; Introduction to Map Cataloging, by Ruth Horie; Using Ulukau, the Hawaiian Electronic Library, by Robert H. &quot;Bob&quot; Stauffer; Tribute to Arlene Cohen, Distinguished Librarian, by Lynn Sipenuk; Message from Arlene Cohen. The volume ends with a list of conference participants.
E-learning Constructive Role Plays for EFL Learners in China's Tertiary Education
Author: Shen, Lin
Date: 2011-01-00
Type: Journal Articles
Subjects: Electronic Learning,English (Second Language),Second Language Learning,Speech Communication,Role Playing,Instructional Effectiveness,Student Attitudes,Undergraduate Students,Constructivism (Learning),Computer Assisted Instruction,Scaffolding (Teaching Technique),Foreign Countries

Recently, speaking has played an increasingly important role in second/foreign language settings. However, in many Chinese universities, EFL students rarely communicate in English with other people effectively. The existing behavioristic role plays on New Horizon College English (NHCE) e-learning do not function successfully in supplementing EFL speaking classes. The present study aims at investigating the implementation of constructive role plays via NHCE e-learning and its effect on Chinese EFL learners' speaking in college English classes. Speaking pretests and post-tests, student role play recording analysis, student questionnaires, and student interviews have been employed to collect data during the 18-week instruction period. Results show that the e-learning constructive role plays have  positive effects on improving students' speaking in terms of language quality and  language production, and students express positive opinions towards the implementation of e-learning constructive role plays. The findings from this study are directly beneficial to other researchers aiming at developing students', as well as teachers', L2 speaking instruction. (Contains 5 tables.)
Learning Strategies in Proficient and Less Proficient Readers in Medicine
Author: Nemati, Majid
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,Learning Strategies,Measures (Individuals),Language Usage,Medical Students,Reader Text Relationship,Language Proficiency,Gender Differences

The current study aimed to diagnose the probable significant differences in the use of language learning strategies among medical-text readers of opposite sex from different levels of proficiency. 120 (N=120) participants were randomly selected from Azad Medical University of Mashhad: 60 medical students (age range 23-25; 30=male and 30=female) and 60 professors (age range 45-55; 30=male and 30=female). They took the Strategy Inventory for Language Learning (SILL) questionnaire. Their responses to the 50 items on the questionnaire were totaled and sets of scores were obtained for overall, direct, indirect, memory, cognitive, compensative, metacognitive, social, and affective strategies. Independent samples &quot;t&quot;-tests were performed for the analysis of the data. Results after analysis of the data showed that male and female respondents in each proficiency group used the same learning strategies. However, as far as individual direct and indirect sub-strategies are concerned, two significant differences were found: (i) male and female proficient readers used compensative strategies differentially, with females using these strategies more frequently; The same also held for less proficient readers, but in this case, it was the male group that used these strategies more frequently; and (ii) only in the case of proficient readers did male readers use affective strategies more frequently. (Contains 36 tables.) [&quot;Journal on Educational Psychology&quot; is published by i-manager.]
Subgroup Achievement and Gap Trends: California
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy,Algebra

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), California students made gains across the board in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were some declines at the basic achievement level. In terms of percentages proficient, achievement gaps between racial/ethnic subgroups, low income and non-low income students, and boys and girls (in reading) narrowed almost across the board. However, this was not confirmed by the mean (average) score measure. Comparable data were available from 2004 through 2009. [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 California report, see ED507934.]
Subgroup Achievement and Gap Trends: Arizona
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Arizona students showed mostly gains in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were gains at all three achievement levels in grade 8 for these subgroups. Achievement gaps between racial/ethnic subgroups and between low income and non-low income students improved almost across the board. Comparable data were available from 2005 through 2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Arizona report, see ED507932.]
Subgroup Achievement and Gap Trends: Arkansas
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy,Algebra

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Arkansas showed across-the-board gains--improvements in reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. The gains were quite large in most instances, especially at the proficient level. However, progress on narrowing of achievement gaps was mixed, because comparison groups (white and non-low income students) also improved their performance on state tests. Comparable data were available from 2005 through 2009 for grades 4 and 8, and from 2001 through 2009 for high school. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Arkansas report , see ED507933.]
Subgroup Achievement and Gap Trends: Alaska
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy,Alaska Natives

Alaska showed improvement in reading and math in grade 8 at the proficient level for almost all racial/ethnic subgroups, low income students, and boys and girls (subgroup trends were not available at the basic or advanced levels). Most student subgroups had upward trends in percentages proficient, with a few exceptions. Gains in math tended to be larger than in reading. Trends in closing achievement gaps were mixed. Comparable data were available from 2005 through 2009 for grades 3 and 8, and from 2006 through 2009 for grade 10. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Alaska report, see ED507931.]
Subgroup Achievement and Gap Trends: Alabama
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Alabama students showed gains across the board in reading and math--at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. Progress was made in narrowing achievement gaps between racial/ethnic subgroups, between low income and non-low income students, and between boys and girls (in reading). Comparable data were available from 2005 through 2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Alabama report, see ED507930.]
Subgroup Achievement and Gap Trends: Colorado
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Colorado students showed gains in reading at the proficient level for racial/ethnic subgroups, low income students, and boys and girls. There were slight declines or flat trends for almost all subgroups at the advanced level in reading. In math, gains were shown for all subgroups in grade 8. Comparable data were available from 2002 through 2009. Because of the way the state defines achievement levels, we could not calculate percentages of students at the basic achievement level. Progress has also been made in narrowing achievement gaps in both reading and math between racial/ethnic subgroups, and between low income and non-low income students, with some exceptions. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Colorado report, see ED507935.]
Subgroup Achievement and Gap Trends: Connecticut
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Connecticut students showed gains across the board in math--at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In reading, there were gains at the basic and proficient levels, but a slight decline at the advanced level for all students, and each subgroup as well. Achievement gaps between racial/ethnic subgroups, between low income and non-low income students, and between boys and girls (in reading) narrowed almost across the board. Comparable data were available from 2006 through 2009 for grades 4 and 8 and from 2007 through 2009 for grade 10. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Connecticut report, see ED507936.]
Subgroup Achievement and Gap Trends: Delaware
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Delaware students showed consistent gains in math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. There were mixed results in reading. Achievement gaps narrowed in both reading and math in most, but not all, cases. Comparable data were available from 2006 through 2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Delaware report, see ED507937.]
Subgroup Achievement and Gap Trends: District of Columbia
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

The District's demographics are such that achievement trends could only be determined for African American, male and female, and low income subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington, DC students showed gains in both reading and math at the basic, proficient, and advanced levels for all of these subgroups. Comparable data were available from 2006 through 2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]