ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Impact of Extended and Early Practicum Experiences
Author: Meyers, Joy
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Practicums,Elementary Schools,Cooperating Teachers,Faculty Development,College School Cooperation,Mentors,Outcomes of Education,Teacher Role,Feedback (Response),Individualized Instruction

Universities typically use one-day-a-week practicum experiences for novice preservice teachers, but in this pilot program they were placed with 20 cooperating teachers in elementary classrooms for five consecutive weeks. This article explores the impact of extended and early practicum experiences. Findings suggest the cooperating teachers had increased opportunities for their own professional development, observed growth in their preservice teachers, and witnessed direct benefits to their students, furthering the argument that there is room for improvement in traditional practicum models in teacher education programs. However, extended immersion experiences require close partnerships between schools and universities. To foster these partnerships, a collaborative mentoring model is proposed.
Forty Years towards School Inclusion in the United States: Lessons Learned and the Promise of the Future
Author: Neuville, Thomas
Date: 2017-00-00
Type: Journal Articles
Subjects: Disabilities,Inclusion,Mainstreaming,Educational History,United States History,Educational Change,Special Schools,Access to Education,Individualized Instruction,Direct Instruction,Peer Teaching,Team Teaching

Before there were children with disabilities in typical schools in North America, there was only hope and need. Before the creation of highly specialized plans of education, individualized instruction techniques, methods of differentiating group instruction or regulations mandating the adherence to government regulations, there were only families, children with disabilities and institutions.
The Investigation of the Learning Style Preferences and Academic Performance of Elementary Students with ADHD
Author: Sfrisi, Stephanie Jannine
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Style,Preferences,Academic Achievement,Elementary School Students,Attention Deficit Hyperactivity Disorder,Grade 3,Grade 4,Grade 5,Grade 6

This study investigated the learning style preferences of students with ADHD in elementary schools and how these preferences affect their academic performance, as measured by the Elementary Learning Styles Assessment Tools (Dunn, Rundle, &amp; Burke, 2007). The results showed that students with ADHD in this study prefer a quiet and warm classroom with traditional furniture. In addition, results also showed that when students with ADHD are taught using their learning preferences, they tend to make academic gains. A three month follow-up assessment showed that academic performance improved for students whose teachers incorporated students' learning preferences into their teaching. Curriculum implications for practice are discussed.
Examining Community-Based Mentoring Experiences for Pre-Service Teachers: Positive Outcomes and Challenges
Author: Wang, Jiahui
Date: 2018-00-00
Type: Journal Articles
Subjects: Mentors,Preservice Teachers,Teaching Experience,Teacher Education Programs,Practicums,State Universities,Program Implementation,Supplementary Education,Outcomes of Education,Faculty Development,School Community Programs,Partnerships in Education,After School Programs,Elementary School Students,Reflective Teaching,Professional Identity,Student Diversity,Cultural Awareness,Student Attitudes,Classroom Techniques,Student Needs,Stakeholders,Scheduling,Learning Activities,Bus Transportation,Mathematics Activities,Directed Reading Activity

Previous studies indicate that practicum experience is essential for pre-service teachers to develop understanding of effective teaching, professional identity, and culturally responsiveness. However, it is possible that first-year pre-service teachers are not ready to teach in a classroom with as many as 30 students which could present overwhelming issues in behavioral management problems, instructional design, and assessment. Instead, a one-to-one mentoring experience could be considered as a supplementary practicum experience for beginning pre-service teachers. The current study examines the implementation of a community-based mentoring experience for first-year pre-service teachers who were enrolled in a teacher education program at a state university in the southeastern United States. Data were collected through an internet-based survey administered to 54 pre-service teachers. The findings include the positive outcomes and challenges of the mentoring experience. Future directions of the mentoring experience to promote the professional development of pre-service teachers are also discussed.
A Compact Instructional Design Solves Learning Problems and Creates Learning Opportunities
Author: Ashfaq, Muhammad
Date: 2017-12-00
Type: Journal Articles
Subjects: Instructional Design,Distance Education,Educational Technology,Educational Innovation,Instructional Effectiveness,Educational Strategies,Open Universities,Foreign Countries,Electronic Learning,Educational Assessment,Blended Learning,Educational Quality,Multimedia Instruction

Instructional design in the field of education is a vital issue which needs to be discussed. Instructional design maximizes the value of the instructions for the learners. Instructional design include identifying instructional out-comes, developing instructional contents, delivery of material to learners and establishing how instructional effectiveness will be evaluated. This study aimed to study the current instructional design of education institutions, identify the problems and possibilities of new innovations, to study the gaps between existing practices &amp; opportunities and to suggest the strategies for improvement in instructional design. This study was delimited to Allama Iqbal Open University of Pakistan and population was comprised 75 course writers, 112 course tutors and 516 distance learners. Questionnaires were used to collect the data. The results indicate that course objectives are determined and course contents are developed considering the learners profile in instructional design, learning activities are designed in logical order and innovations are projected. There may be e-learning, e-assessment format and mechanism of collaboration of activities in instructional design. Multimedia i.e. broadcast and non-broadcast support is needed for enhancement of instructional design. Communication and delivery strategies may be promoted for learner interaction. On-job training opportunities and resources are available for all stakeholders of instructional design but more enhancements of resources are needed. Use of modern educational technology, students supports services and evaluation system may be promoted. The findings suggest that blended and innovative learning strategies to be introduced like update print material, e-class rooms, video lectures, micro teaching, social media, on-line libraries, out-door learning projects, open education resources, connected instructional design model, massive on-line open courses, sports events and global learning environment. E-assessment format having subjective and objective items may be enhanced, emerging learning technology and learner's access to be enriched. Learner's comprehension and exploration opportunities may be created, relevancy and balance activities may be encouraged in courses. Learning facilities as suitable venue and infrastructure may be provided for effective learning, future concerns may be considered in instructional design.
Desuggestopedia in Language Learning
Author: Arulselvi, Evangelin
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Humanism,Affective Behavior,Memory,Drama,Lighting,Music,Suggestopedia,Learning Processes,Teacher Role,Barriers,Psychological Patterns

Desuggest is the opposite of suggest. This method is used to overcome some learning problems as it puts importance on desuggesting limitations on learning. Desuggestopedia has been called an affective-humanistic approach because there is respect for students' feelings. Students do not use their full powers of learning and they have some limitations in learning. These limitations have to be desuggested using some specific teaching techniques which stimulate them to use their reserved capacity of learning. An affective-humanistic approach is derived from Suggestology. Suggestology is a science concerned with the systematic study of the nonconscious influences that human beings are constantly responding to; involving loading the memory banks with desired ideas and facilitating memories. In this method, the suggestive atmosphere takes place with soft lights, baroque music, cheerful room decorations, comfortable seating and dramatic techniques used by the teacher in the presentation of material.
Internet Usage Proficiency of College Students
Author: Raju, Chitra
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Internet,Foreign Countries,Gender Differences,Rural Areas,Urban Areas,Computer Science,Family Income,Time on Task,Computer Uses in Education

The major objective of this study was to examine the difference between the mean scores of proficiency in Internet usage of college students with respect to gender, locality, subject, parental monthly income, and internet usage time per day. Three hundred college students from various colleges of Kanyakumari district in India were selected by stratified random sampling method. The findings of the study revealed that male and female students did not differ significantly in their Internet usage proficiency. Rural and urban students, computer science and non-computer science students, three groups of students classified on the basis of parental monthly income, and four groups of students based on the time spent for Internet usage differed significantly in their Internet usage proficiency.
Does Conflict Affect Educational Development? Some Insights from Manipur
Author: Singha, Komol
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conflict,Violence,Social Change,Educational Development,Educational Environment,Geographic Regions,Ethnic Groups,Intergroup Relations,Literacy,Elementary Secondary Education,Higher Education,Gender Differences,Rural Schools,Educational Finance,Expenditures,Expenditure per Student

Though conflict, violence and social upheaval have been the greatest threats to mankind since the dawn of civilisation, its place in the academic field is relatively a new one. Poorest communities, children and educational sector are among those severely affected by it, especially in the developing countries. This study found that despite the fact that the State of Manipur in India has been facing different forms of conflicts; its impact on educational growth was not reflected much. It might be due to adopting different mechanisms of protecting educational environment. Some of the visible mechanisms that have been adopted by the State are sending children out of the State for their studies, spending more proportion of per capita consumption expenditure on education, and society's effort in keeping educational institutions away from different forms of conflicts.
Determinants of Students&apos; Academic Achievement at Secondary School Level
Author: Nisar, Naila
Date: 2017-04-00
Type: Journal Articles
Subjects: Academic Achievement,Secondary School Students,Socioeconomic Status,Educational Environment,Study Habits,Grade 10,Foreign Countries,Rural Urban Differences,Gender Differences,Questionnaires,Context Effect

The present study aimed at investigating socio economic status, school climate and study habits of secondary school students as determinants of academic achievement. The study also explored study habits based on gender and locale basis. The study was conducted on 1500 students of 10th grade from 60 schools. Data were collected through School Climate Student Questionnaire (SCSQ) developed by Dr. Georgia Pashiardis, Study Skills Inventory developed by Dennis H. Congos, and socio-economic status questionnaire. The achievement scores of students were collected from the result Gazette for the secondary schools' annual examination of concerned Boards of Intermediate and Secondary Education Punjab. Data were analyzed through descriptive and inferential statistics. Results showed that parents' socio economic status, school climate and study habits had impact on students' academic achievement. Gender and locale had impact on study habits of students. In the light of findings, it was inferred that the enhancement of school climate and development of good study habits may improve academic achievement of students.
Effectiveness of an Intervention Program in Fostering Academic Resilience of Students at Risk of Failure at Secondary School Level
Author: Irfan Arif, Muhammad
Date: 2017-04-00
Type: Journal Articles
Subjects: Program Effectiveness,Intervention,Resilience (Psychology),At Risk Students,Academic Failure,Secondary School Students,Grade 9,Grade 10,Experimental Groups,Control Groups,Foreign Countries

The major purpose of the study was to find out the effectiveness of an intervention programme in fostering academic resilience of non-resilient at-risk students at secondary school level. The programme based on a resilience building module for teachers was designed for this purpose. The module comprised of activity based sessions aiming at fostering protective factors-creativity, internal locus of control, self-concept, self-esteem, self-efficacy, autonomy, sense of purpose in life, optimism, good sense of humor and teacher student relationship. The experiment following pretest-post-test control group design was conducted in public secondary school. A total number of sixty four non-resilient at risk of failure 9th and 10th grade students equally divided in the experimental and the control group participated in the study. These students were identified administering a risk identification survey and resilience assessment scale 'RAS' developed by the researchers measuring specific risk indicators and protective factors, respectively. The control group of the study was treated in traditional manner. One of the researchers acted as a resilience teacher. The treatment continued for three months. The pre-test and post-test analysis revealed that the intervention was significantly effective in enhancing students 'academic resilience in overall and by each selected protective factor.
Uncovering Stories Buried in Institutional History: The Consultative Resource Center at the Curry School of Education, the University of Virginia
Author: Wilson, Eleanor V.
Date: 2014-00-00
Type: Journal Articles
Subjects: African American History,Local History,Educational History,Resource Centers,Higher Education,Federal Legislation,Educational Legislation,Problem Solving,Civil Rights Legislation,School Personnel,Whites,Technical Assistance,Curriculum Development,African American Students,Racial Relations,Leadership Training,Counselor Training,Equal Education,School Community Relationship,School Desegregation,Public Schools,State Universities,Instructional Leadership

Much of what has been written about local, state, and national approaches related to the desegregation of public schools focuses on administrative concerns, policy debates, and other issues faced by schools, yet there are still many stories of initiatives designed to facilitate school integration in the twentieth century to be told. The lives, the struggles, and the triumphs of people who did so much to transform the nature of public education are often lost in the mist of time; resurrecting their stories is often the challenge of the historian. This paper evolved from research the author began over ten years ago while writing the centennial history, &quot;The Curry School of Education at the University of Virginia, 1905-2005: Preparing Men and Women for Leadership in Scientific Educational Work.&quot;
The Use of Web-Based Self-Directed Learning for Mandarin Study
Author: Cheng, Li
Date: 2014-00-00
Type: Journal Articles
Subjects: Mandarin Chinese,Independent Study,Student Attitudes,College Students,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Internet,Student Interests,Learning Motivation,Cognitive Style,Metacognition,Computer Software,Web 2.0 Technologies,Social Media,Self Motivation,Online Courses,Employment Potential,Video Technology,Web Based Instruction,Handheld Devices,Telecommunications

Self-directed learning has been researched by scholars for many years. However, there is a lack of literature on web-based self-directed Mandarin learning. This research was aimed to investigate how students can learn Mandarin through self-directed study with Internet resources, what the advantages and challenges are, and what strategies students could use to enhance their self-directed Mandarin learning. A web-based survey and indepth interviews were conducted with students at West Liberty University (WLU), West Liberty, West Virginia, U.S.A. The research found that most of the subjects chose to learn Mandarin because of personal interest, most of the subjects have difficulty in finding appropriate Internet resources although they have been using various types of Internet resources to learn Mandarin, and the biggest challenge they have encountered is that the lack of face-to-face interaction inhibits their learning. This research also put forward some strategies to enhance web-based self-directed Mandarin learning and some recommendations for future research.
A Systematic Approach to Integrating an Audience Response System into an Undergraduate Physical Education Teacher Education Program
Author: Bulger, Sean M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Systems Approach,Technology Integration,Audience Response Systems,Undergraduate Students,Undergraduate Study,Physical Education,Technological Advancement,Teacher Education Programs,Physical Education Teachers,Preservice Teacher Education,Preservice Teachers,Handheld Devices,Feedback (Response),Learner Engagement,Educational Technology,Graduate Students,Graduate Study

As technological advances continue to influence the methods by which we communicate, manage information, and entertain ourselves, educators must keep pace with these changes by integrating technology when it supports content delivery and enhances student learning. There is considerable potential for technology use across all content areas, but it appears that physical educators are lagging behind with respect to this professional expectation. Recent studies demonstrate that physical education teacher education (PETE) faculty are also not using technology to support or enhance their instructional practice. The purpose of this paper is to describe the integration of an audience response system into a PETE undergraduate and graduate program of study. The handheld clickers enable students to respond to instructor-posed questions during class. The student responses are recorded and can be displayed which facilitates the provision of corrective feedback, assessment of learning, analysis, and dissemination of results.
Analysis of Socio-Economic Benefits of Education in Developing Countries: A Example of Pakistan
Author: Munir Kayani, Muhammad
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Role of Education,Socioeconomic Influences,Outcomes of Education,Employment,Wages,Poverty,Economic Factors,Social Responsibility,Health Services,Political Issues,Human Capital,Elementary Secondary Education,Higher Education,Income

Education is a purposeful activity and has great implications for both the individuals and the societies. This paper examines the social and economic benefits of education in developing countries in general and Pakistan as a developing country, in particular. The study is ex-post facto research in nature and primarily based on the secondary data. The study explores that the monetary and non-monetary benefits of education to the society are numerous such employment, earning, poverty alleviation, export rate. On economic front while social responsibility, health care, political awareness, etc on the social front. The government and the civil society have to invest in education to reap the benefits of education more socially than economically. This is the only way to make Pakistan a peaceful and safer place rather through other measures. The security insurance consequently, affects the country's economy positively.
Creating Excellence through School Culture: The Target, the Team, and the Tactics
Author: Myer, Connie
Date: 2012-00-00
Type: Journal Articles
Subjects: School Culture,Teamwork,School Effectiveness,Instructional Leadership,Goal Orientation,Administrator Role,Case Studies,High Achievement,Institutional Characteristics,Academic Achievement,Teacher Expectations of Students,Parent Participation,Leadership Effectiveness,Principals,Teacher Administrator Relationship,Transformational Leadership,Educational Change,Strategic Planning

Although specific, common characteristics have been found among high-performing schools, the predominant finding in the research literature is that there is no single, clear-cut recommended approach to attaining these characteristics. The position proffered in this paper is that: (1) a school leader can create a powerful, high-performing school by engineering a culture in which all elements are collectively focused on student success, and (2) this culture can be created by centering on three broad areas: the target, the team, and the tactics. The successful school leader must establish a shared vision and align all the elements of the school toward achieving that goal. The leader must build strong teams who work collaboratively toward the shared vision. Previous research is cited regarding the tactics that can be used to effectively implement this school improvement work. It is proposed that strong leaders whose behavior is based on an understanding of the insights presented here will have a direct, positive influence on both personal and organizational success. The case made here is the synthesis of ideas drawn from a focused review of the literature, the author's background in education leadership, and conclusions of case studies conducted on six high-performing schools in Tennessee. Education literature is replete with studies examining high-performing schools across the country and documenting the characteristics they have in common. Although specific, common characteristics have been found, the predominant finding is that there is no single, recommended approach to attaining these characteristics of high-performing schools. The position proffered here is that: (1) a school leader can create a powerful, high-performing school by engineering a culture in which all elements are collectively focused on student success, and (2) this culture can be created by centering on three broad areas: the target, the team, and the tactics. This position is the synthesis of ideas drawn from a focused review of the literature, the author's background in education leadership, and conclusions of case studies conducted on six high-performing schools in Tennessee. The remainder of this paper presents information to justify the argument.