ethanporcaro/eric-fulltext-meta huggingface dataset:
Shortage of Mathematics Teachers in Thai Basic Education Level
Author: Puncreobutr, Vichian
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Shortage,Mathematics Teachers,Secondary School Teachers,High School Seniors,Interviews,Student Surveys,Incidence,Faculty Mobility,Faculty Promotion,Academic Aspiration,Student Interests,Guidelines,Majors (Students),Bachelors Degrees,Data Analysis,Data Interpretation,Statistical Analysis,Difficulty Level,Teacher Competencies,Teacher Salaries,Compensation (Remuneration),Career Choice,Qualitative Research

The objective of this study was to identify the reasons for shortage of Mathematics teachers at Thai Basic Education level. This research is both quantitative and qualitative in nature. For the purpose of study, survey was conducted with senior high school students, in order to find out their willingness to pursue mathematics in Bachelor of Education. Further, in-depth interviews was conducted with Teachers' Council personnel, The Institute for the Promotion of Teaching Science and Technology, Office of the Basic Education and other persons' who are in the position of Dean or Deputy Dean of higher educational institutions from both governmental and private institutions that have B.Ed. Mathematics programme. The sample was chosen from 4 regions of Thailand and it has been contributed to 400 samples. The descriptive statistics is used to identify the frequency. Based on the qualitative results, it is found that the shortage of mathematics teachers exists at both primary and secondary level. Further, substitutions were not made for retirements, and capable people were moved to administrative jobs; also those who work in both primary and secondary schools were not from mathematics background. Quantitative results revealed that the only 12.2% of the students are interested to pursue faculty of education, in that only 6.1% are willing to choose mathematics in bachelor of education. Majority of the students are interested to teach general science subjects after their graduation; and willing to teach in normal classes. And most of the students are willing to teach in Thai, after their graduation. The reasons behind the shortage of mathematics teachers are only few students' show interest to study mathematics due to the difficulty in mathematics, lack of good mathematicians, low pay, etc., hence proper motivation and guidance should be given to students. Finally, the guidelines were suggested based on in-depth interviews for producing mathematics teachers in 21st century. Conclusion and recommendations are presented for further study to address this issue.
Are We Really Ready to Accommodate Cultural Diversity in Our Language Classes?
Author: Uyar, Yusuf
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Literacy Education,Student Diversity,Cultural Differences,Student Attitudes,Preservice Teacher Education,Qualitative Research,Structured Interviews

After the civil war and the terrorist threat experienced in Syria and Iraq recently, school-age children of the families who were forced to migrate to Turkey have gradually begun to be incorporated into Turkish education system. Although the engagement is few in number now, it will increase within the next years in line with the planning, and culturally diverse classrooms will be added to the agenda of Turkish education system. This study examines the approaches of the native pre-service teachers in Turkey to culturally diverse classrooms, to what extent they consider themselves adequate in providing literacy instruction in these classrooms, and briefly whether or not they are ready for such classrooms. In this survey study, 141 pre-service teachers from four universities were interviewed. As a result of the research, it was found that more than half of the pre-service teachers interviewed disapprove of instructing in culturally diverse classrooms and three out of every four pre-service teachers consider their education program inadequate in preparing themselves for these classrooms.
To Build a Better Question
Author: Kelley-Mudie, Sara
Date: 2016-00-00
Type: Journal Articles
Subjects: Librarians,Library Associations,School Libraries,Standards,Lifelong Learning,Common Core State Standards,Global Approach,Learner Engagement,Questioning Techniques,Critical Thinking,Inquiry,Literacy,Literacy Education,Teaching Methods,Thinking Skills

The American Association of School Librarians (AASL) Standards for the 21st-Century Learner mandate that students are equipped with the skills they need to pursue lifelong learning. The Common Core State Standards, Next Generation Science Standards, and C3 Framework for Social Studies Standards all advocate for genuine student inquiry, and the best thinkers in education are demanding that students take a more active role in their education to make them competitive in the global economy. One practice that can prepare students for a lifetime of engaged learning is asking questions. In this article, the authors discuss what makes questioning a literacy, how questioning and critical thinking are related, and how questioning is fostered in students.
A Comparative Analysis of the Influence of High Stakes Testing Mandates in the Elementary School
Author: Inserra, Albert
Date: 2008-00-00
Type: Journal Articles
Subjects: Comparative Analysis,High Stakes Tests,Elementary School Teachers,Teacher Attitudes,Accountability,Teaching Methods,Learner Engagement,Elementary School Students,Educational Legislation,Federal Legislation,Teacher Surveys,Test Preparation,Enrichment Activities

The No Child Left Behind Act of 2001, sponsored by President George W. Bush, calls for 100 percent proficiency in reading and mathematics by 2014. This Federal mandate has caused all public schools in the United States to examine the programs in use to meet these requirements. In addition, states across the country have implemented a series of high-stakes testing to insure that school districts are accountable for measurable growth among the student population. New York State has been on the front line in the implementation of high-stakes testing and increasing accountability. New York State is now administering assessments in English/Language Arts as well as Mathematics to all students in grades three through eight. This empirical research examined how elementary teacher attitudes towards high-stakes testing influence the range of instructional methods they employ and their self-reported ability to engage students in enrichment activities within the classroom.
New Problems and Solutions in Basic University Teaching
Author: Olesen, Mogens Noergaard
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Change,Mathematics Education,College Mathematics,Change Strategies,Economics Education,Evaluation Criteria,Achievement Rating,Mathematics Instruction,Instructional Innovation,Scores,Achievement Gains,Foreign Countries

In this paper we will examine some of the problems and difficulties in modern university teaching and how these difficulties were overcome and the problems were solved. Because the syllabus in Danish (and other European) high schools has been substantially weakened over the last decade and especially since 2002, the university students have experienced new serious problems in their first year learning. This has had the consequence that many students dropped out of their studies and that many others failed at their first year exams. This was not acceptable and therefore something had to be done. In this paper we will only deal with the first year courses in mathematics for economists at The University of Copenhagen, and it is told how the teaching in mathematics was changed during the last two years such that the rate of failure dropped considerably. Many resources were spent to reach this aim, and it was very important to engage and activate the students and to give them more personal excitement, such that they also obtained higher ability for studies on their own hand. The result of the new way of teaching was remarkable and the aim of a much lower rate of failure was reached. Furthermore the students saw mathematics not only as a scientific tool useful in modern economic theory but also as a cultural and academic discipline with a long and interesting historical development. The students got much more knowledge and they obtained a personal attitude to their mathematical education. Both for the students and for the Department of Economics this was a success.
Approaching Source Illiteracy, or How a Source Is Like a Frog
Author: Murphy, Nora G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Teaching Methods,Information Sources,Technology Uses in Education,Thinking Skills,Secondary School Students

Just as fluency isn't knowing every word in a language, source literacy isn't knowing every source. It is, instead, the ability to interpret from context, to know what to ask, to read the clues, and to use the understanding brought from knowing about other sources. A person fluent in source literacy is able to do this automatically, the way you know a frog is a frog. The cycle of finding and evaluating is where source literacy lives; it is a cycle that, for many students, is endless and dizzying. With increased fluency, that process becomes less explicit and more intuitive, freeing the intellectual and emotional space necessary for high-level analysis. Source illiteracy is a major obstacle students' success as researchers, but because source literacy is usually gained through experience and not instruction, each student's source literacy depends on factors generally outside of teachers' control. One way to take source literacy from the realm of random experience to that of deliberate instruction is for teachers to design planned learning experiences that require students to interact with the source types on that list, and, ideally multiple examples of each type. To bombard learners slowly with sources is taking a tacit and opportunistic approach and making it systematic and explicit.
Reading the Big Picture: A Visual Literacy Curriculum for Today
Author: Silverman, Karyn N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Visual Literacy,Adolescents,Social Media,Critical Thinking,Standards,Communication Skills,High School Students,Common Core State Standards

In schools around the country, students are increasingly asked to create visual representations of ideas and information. Slideshows, infographics, and websites have become nearly as common as text documents. Years are spent teaching students grammar and paragraph construction so that they can become strong written communicators, but rarely is the same attention spent on the elements of visual communication. Teens regularly share images on Snapchat, Instagram, and Tumblr and use emojis and GIFs to communicate with each other. They are interacting with visuals every day; the goal in teaching visual literacy is to teach young people to think critically about the design that is all around them. AASL's learning standards and the Common Core State Standards point repeatedly to the need for clear, effective communication. In school and at play, students need communication skills that move beyond text. Learning to use design for communication gives students practical, necessary tools for success.
Increasing Male Academic Achievement
Author: Jackson, Barbara Talbert
Date: 2008-00-00
Type: Journal Articles
Subjects: Males,Academic Achievement,Gender Differences,High School Students,School Districts,Reading Achievement,Mathematics Achievement,Charter Schools,Athletics,Single Sex Schools,Learning Theories,Brain,Curriculum,Educational Innovation,Educational History,United States History,Cognitive Style,Parent Role,Community Role

The No Child Left Behind legislation has brought greater attention to the academic performance of American youth. Its emphasis on student achievement requires a closer analysis of assessment data by school districts. To address the findings, educators must seek strategies to remedy failing results. In a mid-Atlantic district of the Unites States, the failing of male students was manifested on the statewide assessment as follows: Of the thirty-five schools serving grades 9 through 12, thirty schools or 86% showed boys scoring lower than girls in reading, and twenty-one schools or 60% showed boys scoring lower than girls in mathematics. Seeking a possible solution to the failing of the male students in the school district resulted in uncovering valuable research on how and why boys learn the way they do. These data also offer suggestions and strategies for educators and parents that will lead to greater academic success for male students. The proposed organizational solution was to apply for public charter school funding to establish an all-boys school, with an emphasis on athletics (an area of interest for boys). Athletics was to be the strategy for getting the boys hooked on academic rigor. The school was identified as the Capital City Collegiate Sports Academy (the academy). Preparation for such an undertaking required background information on the following: (1) charter schools, (2) single-sex schools, (3) learning theories, (4) brain research, (5) curriculum and instruction innovation, and (6) the sports industry. Additionally, a school plan was developed in accordance with the public charter schools' organization guidelines. The academy school plan includes (1) a statement of need, (2) the population, (3) the mission statement, (4) the philosophy, (5) the school goals, (6) the curricular offerings, and (7) the governance structure. The results of this proposed solution are futuristic. However, what has been discovered in the planning stages for the academy should prove invaluable in developing a sound research-based instructional program to meet the academic needs of male students. Moreover, the curricular approach should result in these male students' personal fulfillment as productive, contributing members of society.
Building Success beyond High School with Career-and College-Ready Literacies
Author: Foote, Carolyn
Date: 2016-00-00
Type: Journal Articles
Subjects: Success,Academic Achievement,School Libraries,Librarians,Career Readiness,College Readiness,Literacy,Literacy Education,Teaching Methods,Media Literacy,Secondary School Students,High School Students,Learner Engagement,Student Attitudes,Library Role,Users (Information),Secondary School Teachers,Library Services,Partnerships in Education,College Bound Students,Library Instruction,Research Tools,Reference Services,Resource Materials,Public Libraries,Web Sites

When secondary school librarians teach students digital life literacies, they help students perceive that librarians can provide support for real-life problems. The more librarians work with students, create inviting library environments, and have positive engagements with students, the more they change student perceptions of librarians in general. School librarians play a significant role in creating life-long library users and supporters, and their role as a vital link in the career-ready/ college-ready chain is a significant but often overlooked one. Working with high school teachers to create a plan for transitioning students will help alleviate barriers to their success for years to come.
An Argument for Disciplinary Information Literacy
Author: Vaughan, Lauri J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Intellectual Disciplines,Information Skills,Reading Skills,Teacher Role,Skill Development

Teachers become experts in their discipline and its writing conventions after years of study. However, they ask students who switch subjects five or six times a day to change disciplinary lenses every hour or so. This article presents an alternative to the established approach of simply integrating generalized information literacy skills into projects and papers. Rather than asking all teachers to take responsibility for teaching students the same reading and information literacy skills, teachers might consider asking content specialists to focus on disciplinary literacy and teach reading in the manner their particular disciplines demand. Disciplinary literacy requires development of skills beyond the ability to simply read and write; it requires a broader definition of literacy. Information literacy depends on abilities to search, identify, evaluate, parse, and effectively re-communicate information. It implies a broad level of fluency in confronting, handling, and communicating information in all its mediums, a set of skills that might be referred to as disciplinary information literacy. Reframing teacher collaborations around disciplinary information literacy is not an unreasonable goal. Making students explicitly aware of the differences between researching and writing in history versus English or science will help students code switch as they move, physically and mentally, from discipline to discipline throughout their school day and assignments. With this method, in collaborating with colleagues, teachers help learners become sophisticated participants in the scholarly conversation.
Student as Citizen: Teaching Critical Civic Literacy Skills in the Library
Author: Levin, Sarah Jane
Date: 2016-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Role,Civics,Critical Literacy,Grade 11,Urban Schools,Citizenship Education,Skill Development,Social Justice

As a school librarian, one of the author's goals is to teach students to become responsible citizens who recognize a sense of purpose and place in the larger community. Many schools have core values that reflect a desire for students to develop a broad community mission and purpose, often through programs with thoughtful curricula, including service-learning, identity work, and social justice. In this article, the author defines civic literacy for educators, examines the need for such a literacy to be woven into the library curriculum, and describes an eleventh-grade research project that promotes critical civic literacy at the Urban School of San Francisco (Urban).
Commodification of Knowledge in Developing Economy: The Case of the University of Botswana
Author: Botshelo, I. S.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Commercialization,Developing Nations,Knowledge Economy,Entrepreneurship,Public Colleges,Universities

Many universities in developing economies were established as public universities to provide training for manpower requirements of the developing state. In the recent past there has been a shift in emphasis of preferred economic drivers towards practices common to knowledge based economies in developing countries. This move has compelled Higher Education (HE) institutions to pursue programmes which are aligned to the notion of commodification of knowledge. Although within this emerging environment public funded universities are not expected to be profit making, they have to function or operate in a manner that demonstrates entrepreneurship by engaging in third stream income generation without compromising their social responsibility even as they remain entrepreneurial to raise third stream revenue. To what extent is this possible and is it necessary? This paper identifies and discusses the parameters that would influence and direct state funded university operations towards attaining the phenomenon of commodification of knowledge. It uses the University of Botswana's context to guide discussion.
&quot;Bildung&quot; and Moral Self-Cultivation in Higher Education: What Does It Mean and How Can It Be Achieved?
Author: Bohlin, Henrik
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Colleges,College Students,Foreign Countries,Moral Development,Moral Values,Transformative Learning,Critical Thinking,Teaching Methods,Educational Practices,Didacticism,Educational Change,Educational Philosophy

One of the most fundamental questions that can be asked about education is what it is for. Why do we need education? Which are its most fundamental purposes? The most obvious and generally accepted answer is that education aims at providing students with knowledge and skills which match the demands of employers, thus enabling students to find jobs and employers to find employees--call this the vocational goal. However, many thinkers and traditions of thought have stressed the importance of nonvocational goals of education. In Greek thinking, the ideal of &quot;paideia&quot; included the development of moral virtues and logical and rhetorical skills which were thought essential for becoming a good human being and democratic citizen. In a similar vein, today's liberal education in the US and other countries aims at providing students with a basis of general, non-specialised knowledge and skills which allow them to contribute actively and positively to society. In German philosophical and educational thought, J. G. Herder, Wilhelm von Humboldt, Hans-Georg Gadamer and others have developed the concept of &quot;Bildung,&quot; a word which in its most literal sense means formation, but which here refers more specifically to formation or cultivation, in education or otherwise, of human moral virtues and other capacities. (Herder 2002, Humboldt 1791-1792/1993, Gadamer 1960/1989.) In this article, the author asks What &quot;can&quot; we mean, or rather, what &quot;ought&quot; we to mean by &quot;Bildung&quot; today if it is to function as a goal of higher education? And how can it be put into educational practice? In which ways can university teachers working in a contemporary system of mass education encourage students to develop their full potentials of human capacities in the ways envisioned in the &quot;Bildung&quot; tradition? Herein, the author identifies what he believes is a main difficulty with the idea of &quot;Bildung&quot; as an educational goal in contemporary society; it is difficult to see how teachers can stimulate their students' moral development into responsible and reflective persons without imposing on them ready-made moral values, thereby hindering their &quot;cognitive&quot; development into critical and independent thinkers. This is the theme of the first section of the article. In the second section, he points to some didactic methods which he believes make it possible to handle the difficulty, and thereby to help teachers put the &quot;Bildung&quot; ideal into educational practice.
Apply Deming's Methods to K-12 Curriculum and Improve Student Achievement
Author: Kelly, Thomas F.
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Quality,Educational Improvement,Elementary Secondary Education,Curriculum Development,Academic Achievement,Educational Change,Educational Assessment,Educational Legislation,Educational Policy,Systems Approach,Educational Practices,Instructional Systems,Language Proficiency,Ability Grouping,Reading Instruction,Mathematics Instruction,Individual Differences,Homework,Portfolios (Background Materials),Writing Instruction,Individualized Instruction,Class Size,Cost Effectiveness

The United States has been engaged in school reform for three decades. The federal government as well as all fifty states have passed numerous versions of reform legislation to mandate and regulate the process. Educators have adjusted their practices to the policy created by this legislation. They have also allocated hundreds of billions of dollars to implement the mandated reforms. The effort has also involved literally tens of thousands of educators and millions of students. There have been countless assessments of the results of reform legislation. None deny that student achievement nationally is about where it was when reform started thirty years ago. What has not been done throughout the three decades is any assessment of the policies that have driven the reform movement. This article proposes use of the systems theory of W. Edwards Deming to assess the educational system and offer a new set of policies that can bring about dramatically improved student achievement.