ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Self-Instruction Strategy on the Achievement in Algebra of Students with Learning Difficulty in Mathematics
Author: Adani, Anthony
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Problems,Secondary School Students,Algebra,Control Groups,Experimental Groups,Learning Strategies,Mathematics Achievement,Pretests Posttests,Teaching Methods,Foreign Countries,Special Education,Achievement Gains

This quasi-experimental study examined the effect of self-instruction strategy on the achievement in algebra of students with learning difficulty in mathematics. Two research questions and one null hypothesis were formulated to guide the study. The study adopted a non-randomized pre-test and post-test control group design with one experimental group using self-instruction strategy and a control group, learning through the &quot;normal&quot; conventional way of &quot;teacher-directed&quot; instruction. Two secondary schools in Nsukka education zone were used for the study. The population of the study comprised 855 students with learning difficulty in mathematics in SSI (senior secondary school I) in secondary schools in Nsukka education zone. The sample for the study was 40 students with learning difficulty in mathematics in community secondary school Isienu and community secondary school Umabor. Using the teacher's class achievement record, 40 students with learning difficulty in mathematics were identified, 20 from each school. The result of the study showed that self-instruction was effective in improving the achievement in algebra of students with learning difficulty in mathematics. (Contains 3 tables.)
Introductory Course on Satellite Navigation
Author: Giger, Kaspar
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Materials,Introductory Courses,Science Interests,Engineering Education,Science Education,Science Course Improvement Projects,Navigation,Satellites (Aerospace),Geographic Information Systems,Spatial Ability,Science Experiments,Instructional Effectiveness,Instructional Development,Instructional Design,Instructional Innovation,Foreign Countries,Females

Satellite navigation is widely used for personal navigation and more and more in precise and safety-critical applications. Thus, the subject is suited for attracting the interest of young people in science and engineering. The practical applications allow catching the students' attention for the theoretical background. Educational material on the subject is sparse, especially with respect to the practical side. This paper describes a combined approach based on experiments and theory. It was tested during a two-day course for college students visiting the TUM (Technische Universitat Munchen) called &quot;Girls do research--The Autumn University at TUM&quot;. The positive feedback the supervisors received led to the conclusion that the approach is supportive for raising the students' interest in science and engineering. (Contains 8 figures and 3 footnotes.)
Gender Issues in the Implementation of Social Studies Curriculum in Nigerian Universities
Author: Mezieobi, Dan I.
Date: 2012-00-00
Type: Journal Articles
Subjects: Sex Fairness,Social Studies,Gender Issues,Curriculum Implementation,Foreign Countries,Investigations,Questionnaires,Gender Differences,Student Attitudes,Student Characteristics,Teacher Characteristics,Educational Sociology,Gender Bias,Likert Scales,Part Time Students

The study investigated gender issues in the implementation of social studies curriculum in Nigerian universities. The subjects for the study comprised of all the 200 final-year sandwich social studies students of University of Port-Harcourt in the 2009 contact session. Five research questions guided the study. Researchers developed questionnaire containing 32 items and demographic information on students and lecturers were used to collect data. Frequencies and percentages were used to answer the research questions. The findings of the study revealed that there is a gender balance than gap in the implementation of social studies curriculum, more females offered social studies than their males counter parts, also there are more males than females academics teaching social studies. Finally, the study showed ways through which the social studies curriculum can be further improved for gender equity. Recommendations are made based on the findings. (Contains 5 tables.)
Why Are Recent College Graduates Underemployed? University Enrollments and Labor-Market Realities
Author: Vedder, Richard
Date: 2013-01-24
Type: Reports - Research
Subjects: College Graduates,Underemployment,Employment Patterns,Labor Utilization,Unskilled Workers,Labor Market,Education Work Relationship,Educational Attainment,Salary Wage Differentials,Majors (Students),Cost Effectiveness,Human Capital,Labor Supply,Enrollment Trends

Increasing numbers of recent college graduates are ending up in relatively low-skilled jobs that, historically, have gone to those with lower levels of educational attainment. This study examines this phenomenon in some detail, concluding: (1) About 48 percent of employed U.S. college graduates are in jobs that the Bureau of Labor Statistics (BLS) suggests requires less than a four-year college education; (2) The proportion of overeducated workers in occupations appears to have grown substantially; in 1970, fewer than one percent of taxi drivers and two percent of firefighters had college degrees, while now more than 15 percent do in both jobs; (3) About five million college graduates are in jobs the BLS says require less than a high-school education; (4) Comparing average college and high-school earnings is highly misleading as a guide for vocational success, given high college-dropout rates and the fact that overproduction of college graduates lowers recent graduate earnings relative to those graduating earlier;  (5) Not all colleges are equal: Typical graduates of elite private schools make more than graduates of flagship state universities, but those graduates do much better than those attending relatively non-selective institutions; (6) Not all majors are equal: Engineering and economics graduates, for example, typically earn almost double what social work and education graduates receive by mid-career; (7) Past and projected future growth in college enrollments and the number of graduates exceeds the actual or projected growth in high-skilled jobs, explaining the development of the underemployment problem and its probable worsening in future years; and (8) Rising college costs and perceived declines in economic benefits may well lead to declining enrollments and market share for traditional schools and the development of new methods of certifying occupation competence. (Contains 12 figures, 4 tables, and 65 notes.) [This paper was written with the assistance of Anthony Hennen, Harrison Cummins, Daniel Garrett, Joseph Hartge, and Nicholas Wetzel.]
A Cultural Comparison of Conflict-Solution Styles Displayed in the Japanese, French, and German School Texts
Author: Tomo, Rieko
Date: 2012-12-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Conflict Resolution,Reading Materials,Textbooks,Elementary Education,Content Analysis,Parent Child Relationship,Cultural Differences,Coping,Child Behavior,Foreign Countries

The purpose of this study is to examine the ways how to solve the conflicts between parents and children by statistical analyses displayed in Japanese, French, and German school texts published in 2000. The results were as follows: (1) Japanese parents and children acting in those texts have much more compromising tendency to avoid conflicts than French and German ones. Japanese children are much more expected to behave in harmony with others by avoidance of any conflicts, whereas French and German ones by presenting their opinions for their solution; and (2) French and German parents and children use a much more verbal communication style than Japanese ones do. Those children are expected to express their own opinions much more than Japanese children. These results show that the solution styles of parent-child conflicts would be an interesting indicator reflecting culture and society. (Contains 8 tables.)
First 5 Kern Annual Report, Fiscal Year 2011-2012
Author: Wang, Jianjun
Date: 2013-01-18
Type: Numerical/Quantitative Data
Subjects: Young Children,Child Development,Brain,School Readiness,State Programs,Educational Finance,Counties,Smoking,Tax Allocation,Health Programs,Health Promotion,Parent Education,Trusts (Financial),Accountability,Social Networks,Integrated Services,Geographic Location,Advisory Committees

Scientific discoveries repeatedly confirmed the importance of brain growth during the first 5 years of child life. To support early childhood development, California voters passed Proposition 10 in 1998 to collect a 50 cent per pack tax on cigarettes and other tobacco products. Kern County Children and Families Commission (First 5 Kern) was established by Proposition 10 to administer the Children and Families First Trust Fund in Kern County. Serving a county across a region as large as the state of New Jersey, First 5 Kern distributed the state annual funding of over $10 million to support 40 programs in early childcare and education. Following the results-based accountability model, this report summarizes innovative outcomes in four focus areas: Health and Wellness, Parent Education and Support Services, Early Childcare and Education, and Integration of Services. GIS [geographic information systems] mapping has been incorporated to describe the service delivery across the mountain, valley, and desert communities across a land of more than 8,000 square miles. Value-added assessments have been conducted to evaluate improvement of child development and parent education in the first three focus areas. The fourth focus area was examined through social network analyses to enhance the capacity of sustainable system care. The entire report not only provides clear, convincing, and sufficient evidences to justify the return on government funding, but demonstrates innovative approaches in articulating comprehensive evaluation efforts under a well-established CIPP [Context, Input, Process, and Product] model. Three appendices are included: (1) Program Classification Across State and Local Focus Areas; (2) Technical Advisory Committee; and (3) Program Index. (Contains 56 tables, 39 figures, 2 exhibits, and 8 footnotes.) [For &quot;First 5 Kern Annual Report, Fiscal Year 2010-2011,&quot; see ED538687.]
Roles of Counsellors in Promoting Sexuality Education for In-School Adolescents in Nigeria
Author: Omeje, Joachim C.
Date: 2012-12-00
Type: Journal Articles
Subjects: Sexuality,Intervention,Adolescents,Secondary School Students,Information Dissemination,Foreign Countries,Ethical Instruction,School Counselors,Family Life,Counselor Role,Sex Education,Questionnaires,Counselor Attitudes,Parent Education,Adolescent Development,Religious Factors,Financial Support,Cultural Influences,Moral Values,African Culture

Research was embarked upon to investigate the role of counselors in promoting sexuality education for in-school adolescents in Nigeria. The respondents were made up of 120 practicing guidance counselors in Enugu State situated in South-East geopolitical zone of Nigeria. They were drawn from both professional and teacher counselors practicing in 220 public secondary schools in the state. Structured questionnaire and respondent's perceptions were data gathering instrument. The findings show that their identified roles are value re-orientation for students, enlightenment programme for parents on the need for the growing adolescents to be kept abreast of their developmental changes, information dissemination on benefits inherent in sexuality education, and creating awareness through lectures, seminars, workshops, and conferences on the objectives of sexuality education. However, they are constrained in carrying out these roles because of lack of fund, lack of awareness on what sexuality education is all about cultural and religious interferences. It equally perceived that measures like provision of adequate funds, removal of cultural inhibition, the use of media and moral instruction, as well as value re-orientation could be used to eliminate the constraining factors. Based on the above, policy-makers were called upon to find intervention strategies for removal of the constraints as a way for enhancing sexuality education at secondary schools. (Contains 6 tables.)
Should Principals Know More about Law?
Author: Doctor, Tyrus L.
Date: 2013-02-06
Type: Reports - Descriptive
Subjects: Principals,Educational Legislation,Administrator Responsibility,Legal Responsibility,Knowledge Level,Decision Making,Court Litigation,Constitutional Law,Civil Rights,Student Rights,School Law

Educational law is a critical piece of the education conundrum. Principals reference law books on a daily basis in order to address the wide range of complex problems in the school system. A principal's knowledge of law issues and legal decision-making are essential to provide effective feedback for a successful school.
Cognitive Rationality and Its Logic-Mathematical Language
Author: Masalova, Svetlana
Date: 2012-12-00
Type: Journal Articles
Subjects: Logical Thinking,Models,Cognitive Processes,Language,Epistemology,Mathematical Logic

The article deals with the cognitive (flexible) rationality, combining rational and irrational moments of the scientific search of the cognizing subject. Linguo-cognitive model of the concept as the flexible regulative rationality reveals the activity of the cognitive processes and the mentality of the epistemological-ontic subject, its leading constructive role in the formation of the language, and world pictures of conceptual post-non-classic type. Logic-mathematical languages reveal "deep structures" of the subject's cognitive rationality. (Contains 1 figure.)
A Parent's Guide to 21st Century Learning
Author: George Lucas Educational Foundation
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Thinking Skills,Active Learning,Internet,Student Projects,Parent Materials,Elementary Secondary Education,Cooperation,Creativity,Communication Skills,Critical Thinking,Socialization,Technology Uses in Education,Teachers,Learner Engagement,Parents,Parent Participation,Teacher Role

Step-by-step, schools from the elementary through high school levels are making the transition to 21st-century learning. Some have crossed the threshold almost entirely. In today's progressive classrooms, yesterday's rows of quiet listeners have given way to small groups of active learners, thoroughly engaged in discussions and explorations. And where's the teacher? Instead of standing front and center to deliver instruction, he or she is apt to be on the move, observing, asking questions, and guiding students to make their own sense of the world. Even the classroom walls have expanded, with technologies connecting students to the wider global community. In many schools, the Internet has opened access to a vast world of information, and students are learning critical-thinking skills to filter out the noise and decide which sources are reliable, which information to trust. Kids now create and share their own content too. This means students need to master new technologies and also learn to navigate online communities safely and responsibly. This guide is intended to bring more parents into the conversation about improving education. Readers will get a glimpse of outstanding online resources and projects, sorted by grade levels, and a list of tips to help bring 21st-century skills home. The guide also lists organizations that offer more in-depth information about project-based learning, social and emotional learning, and other strategies to improve education.
Motivation and Its Relationship with Learning Strategy
Author: Liu, Yunzhen
Date: 2012-08-00
Type: Reports - Research
Subjects: Factor Analysis,Motivation,Student Attitudes,Learning Strategies,Mandarin Chinese,Learning Motivation,Chinese,Student Educational Objectives,Achievement Need,Questionnaires,Heritage Education,Correlation,Investigations,Language Acquisition,Foreign Countries,Second Language Learning,Asians

This study investigates motivation that influences heritage and non-heritage students' learning of Chinese, and its relationship with Chinese language learning strategies (LLS). The study uses Deci and Ryan's typology--&quot;Intrinsic Motivation&quot; and &quot;Extrinsic Motivation&quot;, for the investigation, examining issues such as: (1) What are Chinese students' motivations in studying Chinese?; (2) What are Chinese students' perceptions of learning strategies in studying Chinese?; and (3) What is the relationship between students' motivation and their perceptions of LLS use? The study addresses questions of both theoretical and pedagogical significance, and makes specific proposals regarding pedagogies and teaching Chinese as a Second/Foreign Language. The following are appended: (1) Background Questionnaire; (2) How do I Learn Mandarin Chinese?; (3) Factor Analysis--SILL for the Heritage Students Group; and (4) Factor Analysis--SILL for the Non-Heritage Chinese Students Group. (Contains 9 tables.)
Home-to-School Connections Guide: Tips, Tech Tools, and Strategies for Improving Family-to-School Communication
Author: George Lucas Educational Foundation
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Parent Participation,Parent School Relationship,Parent Conferences,Family School Relationship,Interpersonal Communication,Communication Strategies,Guides,Educational Technology,Telecommunications,Computer Mediated Communication,Reading Programs

Communication between home and school is good for kids. Keeping families up-to-date about upcoming events is important, but it's not enough to fully engage parents as partners. When schools and families really work together, that sets the stage for all kinds of benefits. The National Coalition for Parent Involvement in Education reports that family-school partnerships lead to gains for just about everyone involved in education. What's more, students with involved parents tend to do better regardless of family background. From better social skills to more regular attendance to increased graduation rates, kids of all socioeconomic levels show gains across a variety of indicators when their families connect with school, according to research by the Southwest Educational Development Laboratory. This practical guide shares tips, tools, and strategies to strengthen the bonds between schools, families, and communities. Many suggestions have come from "Edutopia" community members who have contributed a host of good ideas in blogs and online discussion groups (edutopia.org/groups). Technology tools offer great potential for connecting home and school. Several tips focus on ways to use these tools to bring parents closer to the classroom. This guide includes suggestions for using popular social-media tools such as Facebook as well as technology platforms designed specifically for school settings. This guide offers ten tips: (1) Go where your parents are; (2) Welcome everyone; (3) Being there, virtually; (4) Smart phones, smart schools; (5) Seize the media moment; (6) Make reading a family affair; (7) Bring the conversation home; (8) Student-led parent conferences; (9) Get families moving; and (10) Build parent partnerships. (Contains 30 online resources.)
Socio-Psychological Aspects of Animal Therapy in Treating Children Suffering from Forms of Dysontogenesis
Author: Nikolskaya, Anastasia V.
Date: 2012-11-00
Type: Journal Articles
Subjects: Animals,Therapy,Children,Mental Retardation,Autism,Pervasive Developmental Disorders,Personality Problems,Cerebral Palsy,Models,Case Studies,Foreign Countries

Positive and negative aspects of animal therapy using are discussed. Research of 30 case studies is displayed that pet therapy is a good therapeutic tool in approximately 60% of cases. To diagnose possible problems in families which have got a dog as a &quot;therapist&quot; for the child suffering from some or other form of dysontogenesis, the author suggests theoretical model of human-animal relationships. This model includes definition of heterospecific group, necessary condition of its creation and sufficient condition of its existing, types of relationships in heterospecific group, psychological phenomena arising in such group, and dynamics of heterospecific group functioning. The methods most relevant to research of heterospecific groups and correction of infringements in these groups are described. For a diagnostic basis, the following classification has been accepted: (1) infringements from the animal; and (2) infringements from the person. Correction of infringement for the purpose of restoring stability in the group is shortly described. (Contains 9 figures and 1 footnote.)
Ten Tips for Classroom Management: How to Improve Student Engagement and Build a Positive Climate for Learning and Discipline
Author: George Lucas Educational Foundation
Date: 2011-00-00
Type: Guides - Classroom - Teacher
Subjects: Learner Engagement,Teacher Student Relationship,Classroom Environment,Classroom Techniques,Elementary Secondary Education,Student Role,Interpersonal Communication,Conflict Resolution,Parent Teacher Cooperation,Class Activities

This guide addresses the practical aspects of managing a classroom, with suggestions and resources appropriate for grades K-12. Most of the tips are applicable to students of all ages, but the actual techniques will look different for the various grades. For instance, "build community" might mean playing name games with elementary students but involve setting up a photo booth for middle school students. "Integrate positive classroom rituals" may sound like it's all about elementary learners, but look for suggestions to make the morning meeting an important part of the day for teens and tweens too. The top ten tips for classroom management are: (1) Build community; (2) Design a safe, friendly, and well-managed classroom environment; (3) Include students in creating rules, norms, routines, and consequences; (4) Create a variety of communication channels; (5) Always be calm, fair, and consistent; (6) Know the students you teach; (7) Address conflict quickly and wisely; (8) Integrate positive classroom rituals; (9) Keep it real; and (10) Partner with parents and guardians. (Contains 53 online resources.)
Six Tips for Brain-Based Learning: Plus, a Bonus Class Project, Resources, and a Reading List
Author: George Lucas Educational Foundation
Date: 2011-00-00
Type: Guides - Classroom - Teacher
Subjects: Educational Environment,Class Activities,Teachers,Reading Lists,Reading,Brain,Neurology,Feedback (Response),Elementary Secondary Education,Educational Resources,Preschool Education,Comprehension,Learner Engagement,Critical Thinking,Novelty (Stimulus Dimension),Teaching Methods

By understanding how the brain works, educators are better equipped to help students with everything from focusing attention to increasing retention. That's the promise of brain-based learning, which draws insights from neurology, psychology, technology, and other fields. Bringing this information to the classroom can help teachers engage diverse learners, offer effective feedback that leads to deeper understanding, and create a rich learning environment that attends to students' social and emotional needs along with their developing brains. In this guide, teachers get practical tips across the K-12 spectrum, a reading list, and a variety of resources to help them learn more about this fascinating field. A bonus project that will get students thinking critically about thinking is also included. The top six tips for brain-based learning are: (1) Create a safe climate for learning; (2) Encourage a growth mind-set; (3) Emphasize feedback; (4) Get bodies and brains in gear; (5) Start early; and (6) Embrace the power of novelty. A list of resources is included.