ethanporcaro/eric-fulltext-meta huggingface dataset:
Co-Principals. Research Brief
Author: Muir, Mike
Date: 2005-03-26
Type: Reports - Descriptive
Subjects: Principals,School Restructuring,Educational Administration,Teamwork,Administrator Role,Communities of Practice,Work Environment

There is not much research on the effectiveness of co-principals. A simple Google search reveals how many schools have implemented the idea. What little is written was written either in the early 1980's or within the last few years. Very little focuses specifically on high schools. The idea of co-principals has been used to devote more time to instructional issues and less to managerial, to promote the complexities of school reform, to fight administrator burnout, and to use a distributed approach to administration allowing several administrators to share the seemingly overwhelming responsibilities of the position. When it works well, co-principals have an increased "principal presence" in the school; help guide (not control) teachers and their instruction; help facilitate the multiple leaders in the building toward the common goal of helping all students learn well; reduce the sense of "loneliness at the top"; play a crucial role in encouraging and modeling nontraditional forms of leadership; and increase participation in all levels, creating a learning community. (Contains 7 online resources.)
Differentiation. Research Brief
Author: Walker, Karen
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Curriculum Development,Standardized Tests,Individualized Instruction,Student Needs,High Stakes Tests,Faculty Workload,Teaching Methods

The idea of differentiation was initiated by educators of and researchers for students who were classified as gifted and talented. Subsequently, this concept has become part of the general belief system that educators must meet and address the needs of every child, regardless of ability levels. Researchers have found that most teachers state that in theory they believe in the idea of differentiation and want to do it. However, in light of high stakes standardized testing, large numbers of students, and large course loads, they feel it is an overwhelming task and there are not enough hours in the day to do it well. According to Tomlinson, the guru in this field, differentiation is a philosophy, not a specific formula or methodology. It is the deep belief on the part of educators that every student can learn and the teachers will do whatever is necessary to help each reach his/her potential. There is a high regard and respect from the teacher to the learner. Although the teacher is the chief curriculum designer, in a differentiated environment, the students are the curriculum development engineers. In this setting, the content, processes, products, assessments, and environments can be differentiated. Suggestions for its implementation and a few suggested differentiated activities are presented. (Contains 7 resources and 2 online resources.)
Closing the Gaps. Research Brief
Author: Johnston, Howard
Date: 2011-07-13
Type: Reports - Descriptive
Subjects: Academic Achievement,Second Language Learning,Achievement Gap,Educational Opportunities,English Language Learners,School Administration,Class Size,Teachers,Students,High Schools

Achievement gaps between groups of students (minority and white, rich and poor, English speakers and English language learners) are complex and intractable. Increasingly, they are being seen as a result of disparities between opportunities for learning available to different groups. By changing the opportunity structures of schools and communities, many of these gaps can be reduced or eliminated. (Contains 11 online resources.)
Class Size &amp; School Size. Research Brief
Author: Hansen, Angela
Date: 2005-09-21
Type: Reports - Research
Subjects: School Size,Class Size,Public Education,Teacher Student Ratio,Academic Achievement,Attendance Patterns,Social Behavior

Class size is one of the most researched and heavily debated topics in American public education. Currently, at least 25 states have initiated class size reduction (CSR) programs. In the past twenty years, several major studies have been conducted which indicate that smaller class sizes produce an increase in student achievement as well as greater student, teacher, and parent satisfaction. However, many of these studies have been criticized by politicians and conservative groups as containing faulty methodology and inconclusive results. In addition, class size reduction programs can be quite costly and there are many factors which contribute to the success or failure of these programs. Suggestions for creating successful CSR programs are offered. (Contains 13 online resources.)
Coaching Teachers: An Important Principal Role. Research into Practice
Author: Williamson, Ronald
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Administrator Role,Feedback (Response),Educational Change,Human Capital,Instructional Leadership,Coaching (Performance),Teacher Improvement,Principals,Individual Characteristics,Teacher Participation,Professional Development,Teacher Evaluation

A principal's most important role is instructional leader. There is a growing recognition of the importance of working with teachers, serving as a mentor and coach. Coaching has emerged as one of the more effective professional development options for adult learners. It is an important tool because it is an investment in human capital and in the systemic improvement of individual teachers and their school. Instructional coaching provides individual teachers with one-to-one assistance working on identified instructional needs. It is an improvement model based on the belief that teachers, given an opportunity, can diagnose their own teaching and identify ways to strengthen their work. Coaches help teachers identify the focus and then work with them to reflect on and improve their practice. Coaching can serve as a school-wide school improvement strategy. Because its focus is on the core work of teaching, it supports a culture of collaboration. Principals hold two roles--evaluator and coach. While evaluation is necessary, there is increasing recognition of the importance of coaching. Coaching is a change from traditional roles. The primary role of the coach is to ask questions that are open-ended and promote cognition. Listening, probing for deeper meaning, and being non-judgmental are critical skills. Good coaching is built on a foundation of trust. It occurs when the coach creates a open, respectful and inviting setting. Coaching cannot be forced. Good coaches share several traits. They: (1) Enroll teachers; (2) Identify Teacher Goals; (3) Listen; (4) Ask thoughtful questions; and (5) Provide feedback. (Contains 5 online resources.)
Classroom Management for New Teachers. Research Brief
Author: Walker, Karen
Date: 2000-00-00
Type: Reports - Descriptive
Subjects: Learning Motivation,Discipline,Classroom Techniques,Teacher Attitudes,Beginning Teachers,Student Behavior,School Culture,Preservice Teacher Education,Knowledge Base for Teaching,Educational Strategies,Educational Practices,Classroom Environment,Educational Policy,Educational Resources,Web Sites,Annotated Bibliographies,Educational Research,Academic Achievement,Discipline Policy,School Policy

Educators create the culture of success in schools through the effective implementation of classroom management and discipline. Creating a proactive learning environment relies heavily on the training of new teachers in classroom management. Having new teachers find a management style which is consistent within the culture of the school and in which the teacher feels confident can be a process of many missteps much self-evaluation. However, once a new teacher can adequately implement a classroom management plan, they can create an environment in which students can feel safe and more motivated to learn. Some of the research on classroom management has found that teachers feel more in control and more competent when they have a formal plan for discipline and procedures (Charles, 1992). Thus, when new teachers can focus less on discipline they can shift their attention to refining a methodology that bolsters higher achievement. Good and Brophy (1984) investigated teacher's basic skills and efficacy and found that many teachers felt their worth as a teacher was directly related to their success of implementation of management skills. However, one of the major concerns of new teachers and their principals is that many preservice programs contain very little preparation in classroom management skills, which can result in new teachers feeling inadequate when it comes to implementing a successful management plan. Many leaders are stepping up to the new challenges of their schools and taking the knowledge from the expanding research base in classroom management to create schoolwide discipline plans that new teachers can implement quickly and use consistently. Strategies for developing effective classroom management for new teachers are presented. (Contains 17 online resources.)
Closing the Achievement Gap. Research Brief
Author: Muir, Mike
Date: 2003-10-27
Type: Reports - Descriptive
Subjects: Academic Achievement,Teacher Effectiveness,Achievement Gap,Accountability,School Organization,African American Students,White Students,Urban Education,Educational Strategies,At Risk Students,English Language Learners,Racial Differences,Minority Group Students,Disadvantaged,Hispanic American Students,Educational Practices,Program Effectiveness,Educational Policy,Educational Resources,Web Sites,Educational Research,Social Class

The &quot;achievement gap&quot; is a matter of race and class. Across the U.S., a gap in academic achievement persists between minority and disadvantaged students and their white counterparts. This is one of the most pressing education-policy challenges that states currently face. For decades, policymakers, researchers, and school reformers have sought ways in which schools could address the gap. Strategies have focused on school funding, teacher quality, student interventions and motivation, school organization, management, and climate, market competition, and school accountability to the public. Between 1970 and 1988, the achievement gap between African American and white students was cut in half, and the gap separating Latinos and whites declined by one-third. That progress came to a halt around 1988, however, and since that time, the gaps have widened. &quot;Closing The Achievement Gap: Principles For Improving The Educational Success Of All Students&quot; developed by the ERIC Clearinghouse on Urban Education briefly reviews the educational policies and practices whose effectiveness in closing the achievement gap has been shown. These policies and practices are presented in this paper. (Contains 15 online resources.)
Closing Small Rural Schools. Research Brief
Author: Flowers, Ronald
Date: 2010-04-28
Type: Reports - Descriptive
Subjects: Rural Schools,Declining Enrollment,Small Schools,School Closing,School Districts,Educational Practices,Educational Finance,Cost Effectiveness,Curriculum,Economic Factors,Educational Environment,Extracurricular Activities,School Community Relationship,Educational Policy,Educational Resources,Web Sites,Educational Research,Academic Achievement,Consolidated Schools

As school districts face declining enrollment and stable or reduced funding they look for ways to contain costs and continue to provide a quality educational experience. In many states &quot;a new wave of consolidation...may be at hand&quot; (Kysilko, 2003). The research cites advantage for both consolidation and for maintaining small schools. The challenge of consolidation is how to reap the system wide benefits--cost savings, improved levels of efficiency, and more specialized use of human resources--while retaining the advantages--improved academic achievement, personalization of the learning environment, and a sense of community--offered by smaller schools and/or districts. (Contains 5 online resources.)
Cheating. Research Brief
Author: Johnston, Howard
Date: 2007-06-18
Type: Reports - Descriptive
Subjects: Cheating,Ethics,Assignments,Student Behavior,Internet,Plagiarism,High School Students,Prevention,Essays,Incidence,College Students

"According to the Josephson Institute's 2006 Report Card on the Ethics of American Youth, today's young people reveal deeply entrenched habits of dishonesty. The report, released as part of National CHARACTER COUNTS! Week (October 15-21) reveals high rates of cheating, lying and theft. Cheating in school continues to be rampant. A substantial majority (60%) cheated on a test during the past year (35% did so two or more times) and one in three (33%) said they used the Internet to plagiarize an assignment." As grim as these statistics appear to be, they are actually an improvement over earlier studies. According to Josephson Institute research, in the decade from 1992 to 2002 the number of high school students who admitted that they cheated on an exam increased significantly from 61% to 74%. In 2000, 71% admitted to cheating. Three studies commissioned by Educational Testing Service articulate the motivations, reasons and beliefs of students who cheat on academic tasks. There are hundreds of specific practices that can be used to detect and punish cheating, including websites where teachers can upload student papers to check for pirated text. However, most educators agree that the best way to deal with cheating is to prevent it if at all possible. Some of these preventive practices include: (1) Give original and unique assignments that cannot be plagiarized or snagged off of a website; (2) Discuss academic ethics early and often, and make clear what the penalties for cheating will be; (3) Reinforce quality performance by showcasing student work and conducting conferences with students about their assignments so that teachers can ascertain how familiar a student is with the concepts presented in the assignment; (4) Require that students show all work, including initial references, notes, drafts and subsequent revisions; and (5) Use essays that test students thinking and communication as well as their mastery of information. (Contains 11 online resources.)
Rank in Class and College Admission
Author: Walker, Karen
Date: 2010-06-25
Type: Reports - Descriptive
Subjects: Class Rank,College Admission,Scholarships,High Schools,Decision Making,Colleges,Academic Achievement,Scores,Standardized Tests,Grade Point Average,Student Characteristics,Student Participation

Traditionally class rankings have been used by high schools to determine valedictorians and salutatorians. These rankings have also been used by colleges to make admission decisions and for awarding scholarships. While there is no direct link between college rank and college admission, there is evidence that not using class rank can reduce stress for students and lessen the risks of taking rigorous and challenging courses in high school. According to the National Association for College Admission Counseling (NACAC), over half of high schools no longer use class rankings (CollegeBoard inspiring minds, "Class rank and college admissions") and fewer than 20% of colleges and universities say it is important for admission decisions. (Contains 20 online resources.)
An Investigation of Conflict Management in Public and Private Sector Universities
Author: Din, Siraj ud
Date: 2011-08-18
Type: Journal Articles
Subjects: Teaching Methods,Conflict,Foreign Countries,Private Sector,Conflict Resolution,Public Sector,Surveys,Questionnaires,Private Colleges,Public Colleges,Interpersonal Relationship,Educational Strategies

The purpose of this paper is to gain an insight into the conflict management in public and private sector universities in Khyber Pakhtunkhwa, Pakistan. To achieve the earlier mentioned purpose, survey method was used with the help of questionnaire. In this research, impact of university type (public and private sector) was examined on the conflict management strategies of the teachers in higher education. Moreover, a systematic  approach was adopted to discover existence of conflict, its intensity, types and sources in these two types of universities. Results indicate that conflict was intense in the public sector universities; interpersonal conflict was more prevalent in public sector while task conflict  was high in the private sector universities. Findings indicated that faculty in both types of universities used integrating, compromising and avoiding styles simultaneously in case of conflict. There was no significant difference in the conflict management strategies of both types of universities. Finally, it was revealed that there was no formal system in both types of universities to manage conflict. (Contains 11 tables.)
Willingness of Medical Students for Hepatitis B &amp; C Screening
Author: Ahmad, Iftikhar
Date: 2010-00-00
Type: Journal Articles
Subjects: Females,Student Attitudes,Diseases,Statistical Analysis,Males,Medical Students,Gender Differences,Screening Tests,Communicable Diseases,Student Behavior,Comparative Analysis,Foreign Countries

Background: Health care workers including medical students are vulnerable to hepatitis B &amp; C virus infections. The objective of this study was to determine the level of willingness for screening among medical students. Methodology: This cross-sectional survey was carried out at Gomal Medical College, Dera Ismail Khan from 1st April 2010 to 15 June 2010. All enrolled students were notified to report for screening for Hepatitis B &amp; C. Those who reported were tested for hepatitis B &amp; C. The screening was performed by immuno-chromatographic  technique (ICT). The data was analysed in SPSS version 13.0. Willingness score between male and female students and pre-clinical and clinical students was compared by chi square test and p-values calculated. Results: There were 330 students in Medical College at the time of study, with 222 males and 108 females. Among these 168 students were in the preclinical and 162 in the clinical classes. Out of these, 171 (52%) reported for screening; 106 (62%) males and 65 (38%) females; 103 (60.2%) preclinical and 68 (39.8%) clinical students. Only one male student (0.6%) was found to be HbsAg positive and none for anti-HCV. A significant  difference was noted on comparing the willingness level regarding screening between male and female, as well as preclinical and clinical students (p less than 0.05). Conclusion: There is a lack of willingness regarding screening for hepatitis B &amp; C among medical students, especially male students of clinical years. Medical students need motivation for screening at the start of their professional training. (Contains 1 table.)
An Inquiry into Conflict Management Strategies: Study of Higher Education Institutions in Khyber Pakhtunkhwa, Pakistan
Author: Din, Siraj ud
Date: 2012-09-00
Type: Journal Articles
Subjects: Higher Education,Conflict,Foreign Countries,Conflict Resolution,Colleges,Questionnaires,College Faculty,Administrators,Gender Differences,Age Differences,Individual Characteristics

The purpose of this paper is to gain an insight into the conflict management strategies (CMS) of faculty in the higher education institutions (HEIs) of Khyber Pakhtunkhwa, Pakistan. To achieve the above mentioned purpose, survey method was used with the help of questionnaire. In this research, impact of CMS was assessed on the negative consequences and the impact of demographic variations on CMS was examined in higher education. Negative consequences were significantly explained by avoiding strategy and dominating strategy. This research has found significant differences in the dominating and obliging strategies among the male and female respondents. Regarding the designation, significant differences were found in the dominating strategy and avoiding strategy. While age of the respondents also exerted significant influence on the compromising strategy. (Contains 13 tables.)
Teachers' Revitalizing the "Culture Commons": An Ecological Imperative for the 21st Century Curriculum
Author: Dentith, Audrey M.
Date: 2012-10-04
Type: Reports - Descriptive
Subjects: Summer Programs,Vignettes,Cultural Differences,Indigenous Knowledge,Relevance (Education),Teacher Education

This paper reports on a summer program for educators that sought to prepare them to teach in and through the "cultural commons" in the summer of 2012. The 5-day Academy for the Critical Inquiry of the Cultural Commons set out to foster knowledge of the cultural commons and their importance in the forging of ecological intelligence among contemporary educators. In this article, the Academy program and some of the work of the participants within it are described in detail. The authors define the "cultural commons" and the relevance of this concept in contemporary education. The theoretical framework for the work is described along with descriptive vignettes of educators' experience.
Blended Learning in Medical Education
Author: Zayapragassarazan, Z.
Date: 2012-00-00
Type: Journal Articles
Subjects: Medical Education,Blended Learning,Technology Integration,Computer Uses in Education,Conventional Instruction,Teaching Methods,Interaction

The ongoing pedagogical advancements in medical education across the globe have gained the attention of academicians for the preparation of well-educated and competent physicians to address the healthcare issues facing today. The integration of technology into medical pedagogy has proved effective in many ways. This has made the medical education more flexible, learner-centered, interactive and collaborative among teachers and learners.  Blended learning is one such strategy that has proved effective in all fields of higher education, including medical education. This paper discusses the face-to-face interactions and technology-mediated interactions that are considered to be effective for blended learning: