ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclusive Education: Proclamations or Reality (Primary School Teachers' View)
Author: Slavica, Pavlovic
Date: 2010-10-00
Type: Journal Articles
Subjects: Likert Scales,Educational Change,Foreign Countries,Program Implementation,Accessibility (for Disabled),Inclusion,Mainstreaming,Elementary School Teachers,Teacher Attitudes,Position Papers,Educational Policy,Performance Factors,Barriers,Educational Assessment,Educational Indicators

This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina: its position in various proclamations and in primary school teachers' reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the 5-level Likert scale, on the sample of 105 primary school teachers working in Herzegovina-Neretva Canton (specific for its education reform implementation). The aim was to examine the attitudes of the direct implementors of the education reform and the inclusive education (2003-2009)--primary school teachers, with particular reference to: teachers' acquaintance with inclusive education requirements; their involvement in its designing, planning and organization; relevant professional education; school preparedness for inclusive education; level of partnership with relevant subjects; and evaluation of the inclusive education implementation. The results obtained have indicated exactly the lack of the mentioned as the main issues of the implementation of inclusive education within compulsory primary schools in Herzegovina-Neretva Canton. Therefore, this paper gives a kind of guidelines for the improvement of the inclusive education, derived directly from the teachers' everyday experiences, problems, proposals, notes and suggestions. (Contains 5 tables and 14 footnotes.)
Unlock the Rigidity and Design for Flexibility
Author: Spante, Maria
Date: 2010-11-00
Type: Journal Articles
Subjects: Animation,Audiovisual Instruction,Audiovisual Aids,Virtual Classrooms,Laboratories,Educational Technology,Technology Uses in Education,Instructional Design,Foreign Countries

This paper reports findings from a project implementing the VL (virtual labs) site featuring flash-based animations developed at Stanford University. The main conclusion in this paper stresses the need to design for flexibility and adaptability of interactive media to better suit the specific situation teachers encounter in their everyday work, in order to allow them to build their own audiovisual presentation kits based on various available resources. Ambitious but rigid visualization products might otherwise end up not being used at all. (Contains 10 figures.)
Major Obstacles Limiting the Development of Bilingual Education in Chinese College
Author: Gu, Tian-shi
Date: 2010-11-00
Type: Journal Articles
Subjects: Bilingual Education,Language Proficiency,Bilingualism,Foreign Countries,Higher Education,Chinese,College Faculty,Teacher Effectiveness,Second Language Learning,Academic Discourse,English (Second Language),Immersion Programs,Second Language Instruction,Language of Instruction,Instructional Materials

Bilingual education is introduced in many Chinese colleges today. A number of studies on bilingual education have been done, but few has significant outcome. From a completely new perspective, the author suggests that there are several major obstacles limiting the development of the new trend, i.e., the limited competent faculty, limited appropriate course materials and limited secondary language proficiency students. Recommendations are given to the problems identified.
What Will Users Expect from Virtual Learning Methods? A Conceptual Model to Analyze Future Leaning Method Enhancements
Author: Perera, Indika
Date: 2010-11-00
Type: Journal Articles
Subjects: Electronic Learning,Information Technology,Expectation,Models,Generational Differences,Student Attitudes,Technology Uses in Education

ICT (information and communication technologies) add enormous approaches to utilize computing into users' daily lives. Every aspect of social needs has been touched by ICT, including learning. VL (virtual learning), with the life span of slightly above a decade, still looks for possible approaches to enhance its functions with significant pressure from related disciplines for continual improvements. Very recently, with the introduction of Web 2.0, Semantic Web, and 3D (3-Dimensional) Virtual Environments, users have expanded their horizons of expectations. Along with this technology advancement, there has been a noticeable social and demographic transformation from recent years. Sociologists refer these as new generations of the human kind with high intellect, multitasking nature and high awareness of their environments. At present, they are getting into the education stream with high eager for creativity, flexibility and entertainment. Most of the present students in primary and secondary levels in schools show such characteristics and advance their expectations frequently. On the other hand, VL still has not accommodated new social networking and entertainment approaches as it confines to limitations from traditional learning pedagogies and administrative rules. So far, the only successful step it could take forward is the blended learning, which is now fading its novelty. The simple yet foremost essential question is, how far could people retain the students willingly with present VL methods? Alternatively, will it become another unimpressive rigid approach of learning to the future generations? This paper discusses possible approaches to evolve VL methods and models to make the future learning enjoyable yet comprehensive task. The paper tries to analyze briefly the different parameters significant to VL in a holistic manner, while providing an abstract model to analyze learning activities. (Contains 1 figure.)
Upgrading Knowledge Competitiveness Is the New Mission of Higher Education
Author: Zhang, Jian-xin
Date: 2010-10-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Human Resources,Social Development,Human Capital,Educational Innovation,Information Technology,Technological Advancement,Economic Factors,Colleges,Competition,College Curriculum,Curriculum Design

In the era of knowledge economy today, social development and progress are much more relying on HEIS (higher education institutions) than ever before. Besides, the three familiar missions of &quot;training capable persons&quot;, &quot;doing research&quot; and &quot;serving the society&quot;, in the tussle of knowledge race in East Asia, a new mission for HE (higher education) has been added, i.e., upgrading knowledge competitiveness. To attain this target, HEIs should aim at the innovation of HE, accumulation of knowledge capital, ability-building of human resources and blossom of boundless HE. (Contains 1 figure.)
What 37,000 Citations Can Tell
Author: Swanepoel, Adriaan
Date: 2010-10-00
Type: Information Analyses
Subjects: Doctoral Dissertations,Information Sources,Citation Analysis,Masters Theses,Library Services,Foreign Countries

A longitudinal study at the TUT (Tshwane University of Technology) used citation analysis to analyze the reference lists of 480 Master's and Doctoral (M and D) theses and dissertations submitted at TUT between 2004 and 2007. The purpose was to determine what types of information sources M and D students at TUT use most, how the patterns of use differ across the 7 faculties of the university, and to what extent the LIS (Library and Information Services) keeps or provides access to the journals that are mostly used by M and D students. More than 37,000 citations were analyzed over the 4-year period. The study found several similarities but also some distinct differences in the use of information sources across the 7 faculties of TUT. It also identified more than 60 different information sources used by M and D students. With regard to journal use, the study found that out of 3,641 different journals cited, most journals were only cited once over a period of 4 years. However, a small percentage of journals were highly and/or frequently cited. (Contains 4 tables and 3 figures.)
A Comparative Study of Refereed Journal Articles Published by Native and Foreign Born Faculty in the United States
Author: Lin, Zeng, Gao, Yan-he
Date: 2010-08-00
Type: Journal Articles
Subjects: Productivity,Higher Education,Universities,Journal Articles,Comparative Analysis,College Faculty,Foreign Nationals,Intellectual Disciplines,Recognition (Achievement),Reputation,Prediction,Periodicals,Research,Talent,Gender Differences,Race,Regression (Statistics),Evaluation Methods,Tenure,Academic Rank (Professional)

One of the key features of American hegemonic power is the ability to attract talents from all over the world, especially in those shortage areas of science and technology. To explore what is behind the advanced American higher education system, this research compares native and foreign born faculty using four dimensions: demographics, field of specialty, achievement and institutional prestige to predict the number of refereed journal articles published by the faculty members in the four-year American universities. The study finds that foreign born faculty members outperform native born faculty in terms of research productivity in the light of the four measures used. These results suggest that the strength of American higher education, to a certain extent, is contributed by imported talents. (Contains 4 tables and 1 figure.)
Showcasing Modeling Strategies in the ESOL Writing Class: Blending Rhetorical Fluency with Grammatical Accuracy
Author: Pandey, Anjali
Date: 2010-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Writing Instruction,Rhetoric,Grammar,Teaching Methods,Middle School Students,Modeling (Psychology),Individualized Instruction,Teaching Models

This paper argues for an overt innovational shift in praxis, as well as classroom configuration in the ESOL writing class by calling for a move away from the current foci on process-based pedagogies for newcomer populations, to an explicit teaching of modeling strategies with concomitant practice opportunities provided in the ESOL writing class. It is argued that explicit, sequenced instruction in the domains of rhetorical structure as well as grammatical accuracy provide ESOL (English for Speakers of Other Languages) learners in the emerging stages of language learning with a more concrete grasp of meaning, structure and grammar in rhetorical construction. The modeling strategies proposed in the paper focus on a simultaneous building of rhetorical fluency and grammatical accuracy via spotlighted and sequenced strategies which afford learners practice in smaller chunks of composition including but not limited to thesis statement writing, varied paragraph organization, multiple modes of exposition, and grammatical complexity all in a bid to generate rhetorical depth and grammatical detail in writing. In short, both form and function need to be explicitly taught in the ESOL writing class with adequate opportunities provided for rhetorical practice. Using a meticulous blend of meaningful, authentic and purposeful tasks combined with one-on-one instruction which incorporates a variety of visual and rhetorical modeling strategies, emerging writers, it is argued a move from controlled to automatic writing fluency within a short time span. The pedagogy proposed in the current paper spotlights the specific learner, rather than the writing process and entails a move away from traditional, teacher-fronted classrooms to targeted, workshop-centered configurations which permit for one-on-one conferencing in the ESOL writing class. The visually rendered modeling strategies proposed in this paper argue for writing instruction for ESOL students which is learner responsive, relevant and practical. (Contains 1 table, 6 figures, and 5 footnotes.)
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Idaho
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Idaho edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Idaho is making progress toward meeting a few goals, it lags behind other states in most other goals. The state completely missed eight goals, met a small portion of three, partially met three and fully met one. Idaho's best performance is in its requirement of multiple formal evaluations for new teachers. Remaining work includes requiring instructional effectiveness in teacher evaluations, making tenure decisions meaningful, articulating consequences for teachers with unsatisfactory evaluations and strengthening policies regarding teacher compensation issues. Idaho's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Idaho has an overall performance of D- for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Louisiana
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Louisiana edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Louisiana is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed five goals, met a small portion of three, partially met three, nearly met one and fully met three. Louisiana's best performances are in its effective induction for new teachers, its support of differential pay in shortage subject areas and high-needs schools, and its articulated consequences for teachers with unsatisfactory evaluations. The state has the most work to do in making tenure decisions meaningful, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening some policies regarding teacher compensation issues. Louisiana's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Louisiana has an overall performance of C- for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Kansas
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Kansas edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Kansas is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed seven goals, met a small portion of two, partially met four, nearly met one and fully met one, including one best practice designation. Kansas's best performance is in its requirement of multiple formal evaluations for new teachers. The state has the most work to do in making tenure decisions meaningful, articulating consequences for teachers with unsatisfactory evaluations, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening some policies regarding teacher compensation issues. Kansas's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Kansas has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Illinois
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Effectiveness,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Illinois edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Illinois is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed four goals, met a small portion of eight, partially met one and fully met two. Illinois's best performances are in its articulated consequences for teachers with unsatisfactory evaluations and its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching. The state has the most work to do in requiring a mentoring program for new teachers and strengthening some policies regarding teacher compensation issues. Illinois's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Illinois has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Georgia
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Georgia edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Georgia is making progress toward meeting some this goals, significant room for improvement remains in many others. The state completely missed six goals, met a small portion of two, partially met four, nearly met two and fully met one. Georgia's best performance is in its support of differential pay in shortage subject areas and high-needs schools. The state has the most work to do in making tenure decisions meaningful; requiring a mentoring program for new teachers; ensuring its pension system is portable, flexible and fair; and strengthening its policies regarding some teacher compensation issues. Georgia's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Georgia has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]