ethanporcaro/eric-fulltext-meta huggingface dataset:
Binary Coded Web Access Pattern Tree in Education Domain
Author: Gomathi, C.
Date: 2008-11-00
Type: Journal Articles
Subjects: Database Design,Database Management Systems,Coding,Computer System Design,Data Processing,Sequential Approach,Pretesting,Computer Software,Mathematical Applications

Web Access Pattern (WAP), which is the sequence of accesses pursued by users frequently, is a kind of interesting and useful knowledge in practice. Sequential Pattern mining is the process of applying data mining techniques to a sequential database for the purposes of discovering the correlation relationships that exist among an ordered list of events. WAP tree mining is a sequential pattern mining technique for web log access sequences, which first stores the original web access sequence database on a prefix tree. WAP-tree algorithm then, mines the frequent sequences from the WAP-tree by recursively re-constructing intermediate trees. In this paper, we propose efficient sequential pattern techniques called BC-WAP (Binary Coded WAP). The proposed algorithm uses Kongu Arts and Science College web logs for sequential pattern mining. It eliminates recursively reconstructing intermediate WAP trees during the mining by assigning the binary codes to each node in the WAP tree. The results of the experiments show the efficiency of the improved algorithm.
Discourse Analysis and Cultivation of Conversational Competence in English Class
Author: Zhang, Zheng
Date: 2008-08-00
Type: Journal Articles
Subjects: Discourse Analysis,English Instruction,Communicative Competence (Languages),Interpersonal Communication,Language Teachers,Teaching Methods

The essay is to discuss in perspective of teaching how to apply the results of Discourse Analysis study to English class to train students for successful communication through taking turns, controlling turns, teaching exchange, organizing transaction, spreading topic and taking into account contextual factors as well in order to cultivate students' conversational competence.
Adult Participation in Self-Directed Learning Programs
Author: Abdullah, Muhammad Madi Bin
Date: 2008-08-00
Type: Journal Articles
Subjects: Independent Study,Adult Learning,Distance Education,Student Participation,Learning Theories,Barriers,Electronic Learning,Literature Reviews,Educational Research

This paper attempts to explain the various concepts related to self-directed learning and also the various theories and models regarding adult participation and also non-participation in self-directed learning programs. Because of the extensive amount of previous literature and research findings dealing with self-directed learning, it is necessary to synthesize the relevant literature so that it can be useful as a basis for this and also for further research in this field. Conceptualization of self-directed learning will be reviewed in the wider and broader perspective. Also reviewed will be the development of self-directed learning, the definitions and characteristics of self-directed learning. Different conceptualization and factors contributing to adult participation in self-directed learning will be touched. In order to design an instrument and to develop a conceptual model, which adequately reflects those factors that have been reasonably determined to be relevant, it is felt that there was a need to identify those variables or factors, reported in earlier studies, which have been found to be significantly associated with adult participation in self-directed learning.
Innovating Our Higher Education Models Based on Experience in UK and USA
Author: Hong, Jun
Date: 2008-08-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Models,Educational Innovation,Continuing Education,Technology Uses in Education,Contract Training,Vocational Education,School Business Relationship,Government School Relationship

Our higher education need to innovate education models and actively connect every member in big social system, for example, enterprises, society and environment. This paper shows some new ideas on innovating educational development based on author's studying experience in UK and in USA.
Immigration beyond Ellis Island: Suggestions for Teaching about Immigration in the Now
Author: Hossain, Kazi I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Studies,Immigration,Immigrants,Teaching Methods,Student Teachers,Elementary Education,Grade 5,Grade 6,Current Events,Undocumented Immigrants,Legal Problems,Refugees,Citizenship

America's history books abound with stories of immigrants who contributed to the development of this country. In terms of social studies curriculum, all states require schools to teach about immigration. However, the question is how to teach this topic in a manner that will give students--elementary through high school--a better understanding of this important topic. The author--an immigrant and educator--discusses his perspective of how immigration is being taught in classrooms today, based on observing student teachers teaching &quot;immigration&quot; units in fifth and sixth grade classrooms from what the author refers to as the Ellis Island perspective. One thing that is glaringly missing from the typical Ellis Island unit is any discussion on current immigration issues, which creates the impression that &quot;immigration&quot; happened only in the past, and thus is considered an historical event. In order to highlight the current immigration process and experiences of the newly arrived immigrants, one must go beyond the Ellis Island perspective. The intent of this article is to provide background information and resources for teachers to teach about immigration through current perspectives.
Status of Undergraduate Engineering Education in India--An Analysis of Accredited Engineering Programmes
Author: Viswanadhan, K. G.
Date: 2008-08-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Engineering Education,Accreditation (Institutions),Qualitative Research,Institutional Evaluation,Audits (Verification),Scoring Formulas,Scoring,Program Evaluation,Evaluation Criteria,Program Effectiveness,College Programs

National Board of Accreditation (NBA), a body constituted by the All India Council for Technical Education (AICTE) is responsible for the accreditation of Technical education programmes in India. NBA evaluates the performance of engineering programmes quantitatively by assessing 70 variables grouped under a set of 8 predefined criteria, and qualitatively by observing the strength &amp; weaknesses of the programme. The qualitative analysis of NBA reports during the period 2000-2005 is utilized in this paper for exploring the status of undergraduate engineering education in India. This paper also assesses the performance in terms of the total scores obtained by the UG engineering programmes in the NBA accreditation process during this period.
The Complex Case of Positioning the Foundation Degree: Making Sense of a Degree That Is Not a Degree
Author: Kadembo, Ernest
Date: 2008-08-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Qualifications,College Programs,Associate Degrees,Educational Change,Educational Policy,Politics of Education,Institutional Advancement,Educational Needs,Job Skills,Educational Practices

The Foundation degree was launched in 2001 and has enjoyed growth but remains a controversial qualification. Foundation Degree Forward, the body charged by the UK government with providing a &quot;national network or expertise to support the development and validation of high-quality Foundation degrees&quot; is championing the marketing of the Foundation degree and the government has poured a lot of resources towards its functions. The complexity of positioning the Foundation degree emanates from lack of clear differentiation. The performance of Fd graduates in organisations, continued support from the government and the employers will affect the long-term image of the qualification. While acknowledging some well founded arguments for the case for Fds this paper points out that the wholesale shift from the Higher Nationals (HNs) to Fds might have been too drastic. The paper argues that there was merit in re-engineering the HNs and avoid the huge amounts of resources expended on promoting the Fd. The Wagner Task Force Report to Ministers (2004: p3) could not have been more explicit about the challenge for Fds in stating &quot;The need for them is clear, and the achievements of the first three years are impressive. There are still many challenges to be met if Foundation degrees are to become embedded as an integral part of our higher education system. However the first period of any innovation is the most difficult.&quot;
How Global Academic Stratification Affects Local Academies: The Inflated Role of Knowledge Reception in the Philosophy Discipline in Modern Japan
Author: Chew, Matthew M.
Date: 2008-08-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Organizational Development,Social Stratification,Scholarship,Cultural Influences,Philosophy,Technology Transfer,Adoption (Ideas),Case Studies,Faculty Publishing,Publications,Institutional Role,Social Networks,Administrative Organization,Comparative Education,Reputation,Recognition (Achievement),Higher Education

Sociologists of knowledge find that academic stratification is present among individual scholars, genders, networks, fields, and all kinds of scientific organizations, while communications scholars have been studying global cultural asymmetry for a long time. Yet few researchers have explored the global dimension of academic stratification. In this essay, I approach global academic stratification through examining one of its major negative impacts on academies in culturally peripheral countries. I investigate how the inflated function of foreign knowledge reception in peripheral academies leads to distorted academic organizational developments. I draw on historical data on the philosophy discipline in modern Japan to illustrate this negative impact. I find that academic publishers in modern Japan exploited the inflated function of knowledge reception, enriching and empowering themselves to the point that they became a major network base, sponsor, and decision-maker of the discipline.
Analysis on the Management of College Teachers' Tacit Knowledge
Author: Zhang, Linying
Date: 2008-08-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Knowledge Management,Knowledge Level,Pedagogical Content Knowledge,Barriers,Transfer of Training

Knowledge management, especially, tacit knowledge management, is a significant guarantee for the sustainable development of universities. The transfer of college teachers' tacit knowledge is the key and difficult point in tacit knowledge management of universities. This paper starts from the existence and application condition of college teachers' tacit knowledge in China and puts forward countermeasures and suggestions for college teachers' tacit knowledge management.
70 Years and Going Strong
Author: Jones, Alan H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Financial Support,Group Membership,Policy,Periodicals,Research,Strategic Planning,Conferences (Gatherings),Teacher Competencies,Advisory Committees,Deans,Teacher Educators

The survival and prosperity of the California Council on the Education of Teachers/California Council on Teacher Education (CCET/CCTE) over its 70 years of existence is remarkable, especially given the historic roller coaster of educational policy and practice in the United States--the ups and downs of school financing, in addition to the ins and outs of methodology, reading instruction, assessments, and high-stakes testing. Working as the executive secretary with 10 CCET/CCTE Presidents gives the author a unique perspective into the organization. The author attributes the success of the CCET/CCTE to several factors, and discusses the following: (1) Policy; (2) Membership; (3) Funding; (4) Journals and Research; (5) Planning; and (6) Semi-Annual Conferences. Every educator in California has a stake in CCTE, and CCTE has a stake in every one of them, which results in the profession and organization remaining strong.
Challenging Teacher Bias: Implementing a Community Learning Fair
Author: Lafferty, Karen Elizabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Multicultural Education,Teacher Education Programs,Preservice Teacher Education,Teacher Attitudes,Student Teacher Attitudes,Bias,Student Diversity,Experiential Learning,Attitude Change,Stereotypes,Urban Areas,Elementary Secondary Education,Exhibits,College School Cooperation,Reflective Teaching

Required courses in teacher education programs can sometimes prompt less-than-positive responses from pre-service teachers. Multicultural teacher educators, in particular, may face resistance from prospective teachers who, believing that they do not harbor prejudices, question the need to examine their attitudes toward culturally and linguistically diverse students. Reflection through experiential learning has emerged as one way for pre-service teachers to confront their beliefs as they shift from holding stereotypical perspectives to understanding the cultural and linguistic richness that children bring to school. The purpose of this article is to describe the Learning Fair, an experiential service-learning project that promotes reflection about deficit-oriented prejudices toward diverse students and instructs pre-service teachers about culturally relevant teaching. Founded on the Caring-Centered Multicultural Education framework, and refined over the past 20 years, the current incarnation of the Learning Fair is a collaboration between Sage Street School, a K-8 school in an urban Southern California community, and a local public university. The project combines the school's annual Halloween Festival with booths that feature hands-on, inquiry-based science activities presented by pre-service teachers. The illustrations in this article are drawn from a recent year in which close to 50 pre-service teachers prepared for the community event. The Learning Fair offers an example of how experiential learning embedded in a strong theoretical perspective can provoke thoughtful reflections about prejudice and prompt behavioral changes.
Cooperative Learning (CL) and Academic Achievement of Asian Students: A True Story
Author: Thanh, Pham Thi Hong
Date: 2008-08-00
Type: Journal Articles
Subjects: Cooperative Learning,Academic Achievement,Asians,Students,Elementary Secondary Education,Higher Education,Asian Culture,Educational Principles,Conflict,Learning Strategies,Literature Reviews

This paper reviews research examining the effects of CL strategies on the academic achievement of Asian students. Fourteen studies are included in the review. Sample characteristics, measures, findings, and effects are reported in a table. Achievement outcomes are found mixed with 50 per cent of the studies reporting neutral and negative findings and 50 per cent reporting positive findings. The paper also reveals mismatches between CL's principles and Asian cultures based on what was reported in the reviewed studies. Future research needs to further investigate this issue. Also, for CL to work more effectively in the Asian context, there needs to be some further research that investigates how to change those principles of CL that may be inappropriate in the Asian context so they may be more compatible with Asian culture and conditions.
Study on the Higher Vocational and Professional Specialty Ability Module of &quot;Construction Management&quot;
Author: Gao, Qun
Date: 2008-08-00
Type: Journal Articles
Subjects: Foreign Countries,Construction Management,Vocational Education,Professional Development,Learning Modules,Specialization,Systems Analysis,Teaching Methods,Educational Practices,Educational Change,Higher Education

The higher vocational and professional specialty of &quot;construction management&quot; of China begun late, and the talent training mode of various colleges are different, especially the analysis to the specialty ability modules on the higher vocational and professional layer is not mature. In this article, combining with the practice of Manjing Institute of Industry Technology, we analyze and study the specialty ability module of &quot;construction management&quot;.
On Design Experiment Teaching in Engineering Quality Cultivation
Author: Chen, Xiao
Date: 2008-08-00
Type: Journal Articles
Subjects: Foreign Countries,Experiments,Design,College Students,Engineering,Engineering Education

Design experiment refers to that designed and conducted by students independently and is surely an important method to cultivate students' comprehensive quality. According to the development and requirements of experimental teaching, this article carries out a study and analysis on the purpose, significance, denotation, connotation and characteristics of design experiment and then elaborates on the general design methods and specific steps in this kind of experiment. By practicing in design experiment, students will have their abilities in innovation and scientific research as well as comprehensive engineering diathesis improved.
Symbolic Interactionism in Sociology of Education Textbooks in Mainland China: Coverage, Perspective and Implications
Author: Dong, Xuan
Date: 2008-08-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Textbook Evaluation,Interaction,Social Influences,Interpersonal Relationship,Theories,Educational Sociology

17 textbooks are examined for the quantity and quality of their material pertaining to ideas in the symbolic interaction tradition. Most of the textbooks fail to discuss at least some of the ideas in this tradition. In the 5 exceptions, the texts only include material from the Chicago school of this tradition with only a little inclusive information from the Iowa school. Thus, the ideas about symbolic interaction that students receive from these texts are both incomplete and outdated. Based on the text-analysis, this paper claims that the materials from only one of these schools greatly diminish opportunities to use information from the other one to help students gain a sociological, dialectical, and reflexive perspective.
Parents' Perceptions of Their Child's Computer Use at Home as a Result of Technology Use in the School
Author: Uline, Carol S.
Date: 2008-08-00
Type: Journal Articles
Subjects: Parent Surveys,Access to Computers,Technology Uses in Education,Preservice Teacher Education,Educational Technology,Preservice Teachers,Web Sites,Qualitative Research,Statistical Analysis,Technological Literacy,Teacher Competencies,Parent Attitudes,Internet,Spanish,English,Comparative Analysis,Language Usage,Student Interests,Grants

This article focuses on the three-year findings of a parent survey designed to gauge their students' technology interest while receiving instruction from student teachers in a federal educational technology grant. A major objective of the grant was to engage pre-service teachers in a computer technology training program designed to equip them with skills for use in the classroom, beginning with their internship semester. As part of the 21st Century Classroom, each pre-service teacher created an educational website. The survey and cover letter were provided to parents in both English and Spanish. The findings of this project indicate that by enhancing the skills of pre-service teachers to use advanced technology in the classroom, the children taught by these interning students, increased their interest in school and their use of technology at home.
An Indigenous Community Leader's Self-Directed Life-Long Learning Encounter
Author: Francis, Sebastian Koren
Date: 2008-11-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Lifelong Learning,Independent Study,Qualitative Research,Andragogy,Community Leaders,Adult Learning,Interviews

This paper, employing a qualitative approach, is based on an interview of an indigenous community leader's life-long learning encounter with a view to garner information that would shed more light to both practice and theory of adult learning. A variety of themes were drawn from the information derived and these were related to theories of learning in adulthood. The findings of the paper identify key concerns and assumptions in adult education based on the theory of Andragogy developed by Malcolm Knowles which attempts to describe how adults learn. His hypothesis was that adult learning could not follow the traditional Pedagogy in which teachers were responsible for making decisions about what should be learned, how, where, when and why it should be learned. In a nutshell, it can be generally assumed that adults are more self-directed and therefore, should take full control and accountability of their learning.
Teaching, Learning, and Leading with Schools and Communities: One Urban University Re-Envisions Teacher Preparation for the Next Generation
Author: Ryan, Ann Marie
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Universities,Teacher Education Programs,Educational Change,Curriculum Development,Partnerships in Education,School Community Relationship,Communities of Practice,Community Needs

Ultimately, the national goals of improving learning outcomes for all students and reducing, if not eliminating, the achievement gap require a teaching corps that brings knowledge and professional competencies to have positive impacts on diverse learners in diverse settings (Gándara &amp; Maxwell-Jolly, 2006). As central actors in schools, teachers have the greatest impact on student achievement (Cochran-Smith &amp; Fries, 2005). Nevertheless, due to varied challenges of preparing high-quality teachers within the context of traditional schools of education, preparation programs have yet to consistently and comprehensively produce teachers who accomplish these outcomes (Ball &amp; Forzani, 2009; Larabee, 2004, 2010). While substantive reform and evidence of improved teacher education emerges (Ball &amp; Forzani, 2009, 2010; Zumwalt &amp; Craig, 2005), systemic change that contributes to better pre-kindergarten-through-twelfth-grade (PK-12) student outcomes remains elusive (Darling-Hammond, 2010). In this article the authors describe how they fundamentally changed their model of teacher preparation to prioritize clinical practice through partnerships with schools and communities and are taking a step in the right direction to improve teaching and learning. In the Teaching, Learning, and Leading with Schools and Communities (TLLSC) program at Loyola University Chicago, they envision teacher education as sharing the same mission and high expectations as those of effective PK-12 professionals at multiple levels of teaching and learning: supporting and sustaining successful students, innovative classrooms, exemplary schools, enriched communities, and global citizenship (Zhao, 2010). To fulfill this mission, in the TLLSC program, teacher preparation faculty collaboratively re-envision teacher education by developing instructional partnerships and grounding programs in urban schools and communities. This enables them to respond to the needs of schools and communities in and around Chicago and to increase the number of skilled educators who are highly committed to and capable of teaching diverse student populations (García, Arias, Harris-Murri, &amp; Serna, 2010).