ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging Learners through Interactive Media: Findings and Implications from a Technology Enhanced Problem-Based Learning Environment
Author: Horton, Lucas
Date: 2011-00-00
Type: Reports - Research
Subjects: Learner Engagement,Problem Based Learning,Grade 6,Information Processing,Motivation Techniques,Instructional Design,Role Playing,Computer Simulation,Simulated Environment,Computer Assisted Instruction,Educational Technology,Urban Schools,Fantasy,Student Motivation,Science Instruction,Science Fiction,Learner Controlled Instruction,Middle School Students,Student Surveys,Grounded Theory,Student Attitudes,Science Activities,Instructional Effectiveness

In this paper we explore students' engagement in a new media enhanced problem-based learning (PBL) environment and investigate the characteristics of these environments that facilitate learning. We investigated both student experiences using a new media enhanced PBL environment and the specific elements students found most supportive of their learning. 180 sixth graders in a southwestern US city participated in this study. We report that the role of being a scientist, the challenge of solving a complex problem, and the task of saving aliens all sparked students' curiosity and fantasy, promoting engagement. The results of this study confirmed the motivating elements found in the previous research and highlighted problem solving, playing and information processing as main contributing factors to student engagement. (Contains 3 tables and 2 figures.)
Motivational Multimedia: Examining Students' Learning and Motivation as They Use a Multimedia Enriched Learning Environment
Author: Liu, Min
Date: 2011-00-00
Type: Reports - Research
Subjects: Student Motivation,Learning,Multimedia Instruction,Problem Based Learning,Middle School Students,Grade 6,Secondary School Science,Science Instruction,Pretests Posttests,Instructional Effectiveness

This study examines middle school students' learning and motivation as they engaged in a multimedia enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a multimedia environment on sixth graders' science learning, their levels of motivation, and the relationship between students' motivation and their science learning. The analysis of the results showed that: Students significantly increased their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience, and a significant positive relationship was found between students' motivation scores and their post-science knowledge scores. Findings were discussed within the research framework. (Contains 3 tables and 1 figure.)
Which Literacy Interventions Work for Adolescents that Continue to Struggle with Reading in High School and How Will They be Provided?
Author: Williams, Debra L.
Date: 2010-07-00
Type: Information Analyses
Subjects: High School Students,Intervention,Adolescents,Literacy,Teaching Methods,Reading Instruction,Reading Difficulties,Reading Research,Student Motivation,Professional Development

This is a literature review of studies and articles surrounding the issue of literacy strategies for adolescents in high school who continue to struggle with reading. It is also a review of research about where literacy interventions should take place and what obstacles may keep the strategies from either being effective or serving the best purpose of the learner. Finding enough studies that specifically analyze strategies that work best for adolescents in high school was problematic in that most studies have targeted middle school level students. Those studies that have targeted high school students often also included middle school students. Studies have concluded that: (a) Students require literacy intervention strategies throughout high school, (b) Continued years of reading struggles are a factor in student motivation to keep reading, (c) Literacy interventions work best when they are taught in the core subjects where students read to learn increasingly difficult content-driven text, (d) Core subject teachers tend to teach alternative modes of viewing core material rather than targeting literacy, and (e) Schools need to make literacy instruction a higher priority in core subjects by providing professional development opportunities for content teachers to learn how to teach literacy and supporting the need for class time dedicated to implementing strategies.
Technology in Education
Author: Roden, Kasi
Date: 2011-07-13
Type: Information Analyses
Subjects: Educational Technology,Teacher Attitudes,Computer Uses in Education,Teaching Methods,Technology Integration

This paper was written to support a position on using technology in education. The purpose of this study was to support the use of technology in education by synthesizing previous research. A variety of sources including books and journal articles were studied in order to compile an overview of the benefits of using technology in elementary, middle, and high school classrooms. This report includes a simple description of uses of technology. A brief history is included as well as the effects of teacher attitudes and training. The final results indicate that technology, when used correctly, is a definite asset to education.
Leadership Behaviour of College Students in Relation to Their Leisure Time Activities in College Life
Author: Sethi, Priyanka
Date: 2009-06-00
Type: Dissertations/Theses - Masters Theses
Subjects: College Students,Private Colleges,Leisure Time,Leadership Qualities,Measures (Individuals),Foreign Countries,Leadership,Extracurricular Activities,Correlation,Rating Scales,Sampling

The study investigated the Leadership behaviour of college students in relation to their Leisure time activities in college life. In this study, the researcher wants to see the contribution of leisure time activities in developing the qualities of leadership of college students. The main objective of the study was to find out the relationship between Leadership Behaviour and Leisure Time Activities among college students. The present study will be helpful in understanding the role of various types of leisure time activities in developing the leadership behaviour among the college students. The data was collected with the help of &quot;Leadership Behaviour Scale (LBS)&quot; and &quot;Leisure Time Activities Scale (LTAS).&quot; The test was administered on 200 Government and Private College students of Hanumangarh and Sri Ganganagar districts of Rajasthan (India). The study concluded that there is negligible relationship between Leadership Behaviour and Leisure Time Activities among college students. The investigator feels that the child acquires the leadership quality during his schooling. The school life is very important to inculcate the Leadership behaviour in the students. The co-curricular activities contribute a lot in developing leadership behaviour during school period. Therefore the investigator feels that leisure time activities do not contribute significantly during the college life of the students for developing the skill of leadership. (Contains 15 tables and 11 figures.)
Understanding Ocean Acidification
Author: National Oceanic and Atmospheric Administration (DOC)
Date: 2011-05-00
Type: Guides - Classroom - Teacher
Subjects: Chemistry,Secondary School Science,Oceanography,High School Students,Grade 10,Grade 11,Grade 12,Data,Technology Uses in Education,National Standards

This curriculum module is designed for students who are taking high school chemistry. Students should already have some experience with the following: (1) Understanding and reading the pH scale; (2) Knowledge of the carbon cycle; (3) Using scientific notation to express large and small values; and (4) Reading chemical equations. This curriculum incorporates a scaled approach to learning. Each module offers activities at five different levels of student interaction, sometimes referred to as Entry, Adoption, Adaptation, Interactivity, and Invention. The early levels are very directed and teacher-driven, which provides important first steps when learning something new. The levels of Adaptation through Invention are more student-directed and open up opportunities to design lessons featuring student inquiry. The levels serve a dual purpose. They are designed to engage students in increasingly sophisticated modes of understanding and manipulating data. They are also intended to help teachers familiarize themselves with online tools for accessing data and to provide them with models for integrating the use of real data into their classroom practice. (Contains 3 footnotes.)
Report on the Educational Partnership Program, 2001-2007
Author: National Oceanic and Atmospheric Administration (DOC)
Date: 2008-10-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Public Agencies,Undergraduate Students,Graduate Students,High School Students,Minority Group Students,Science Education,Environmental Education,STEM Education,Scholarships,Science Programs,Science Teaching Centers,Entrepreneurship

From the first planning meeting in December 1997, to the first grant awards made in 2001, the educational programs and training activities of the Educational Partnership Program at the National Oceanic and Atmospheric Administration (NOAA) have inspired and challenged many people to employ new and better ways to train and develop next generation scientists for the nation. Since its inception, the Educational Partnership Program has supported 1,046 undergraduate, graduate, and PhD students in NOAA mission-critical areas of study. Significantly, 71% of these students were from underrepresented communities. This report highlights the accomplishments of all components of the Educational Partnership Program. A glossary of acronyms is presented. (Contains 4 endnotes.)
The New Institutionalism: Mismatches with Private Higher Education's Global Growth. PROPHE Working Paper Series. WP No. 3
Author: Levy, Daniel C.
Date: 2004-01-00
Type: Reports - Descriptive
Subjects: Private Education,Higher Education,Educational Trends,Foreign Countries,Institutional Characteristics,Differences,Government School Relationship,Financial Support,Educational Finance,Organizational Objectives,Privatization

Spectacular contemporary growth in private higher education challenges the &quot;new institutionalism&quot; and its emphasis on &quot;isomorphism.&quot; The growth brings great inter-organizational distinctiveness and is linked to technically rational competition. Findings about this growth and distinctiveness lead us to re-assess and revise tenets of the new institutionalism. Some tenets remain in tack in logic even as they miss on the empirical side, failing to anticipate salient tendencies such as the retreat of the state. The new institutionalism requires much less revision to help us understand the degree of isomorphism that does accompany private higher education growth. The findings come largely from analysis of three countries (Argentina, China, and Hungary), inter-sectoral differences, and organizational goals. They extend our view of variables such as subsectors, environment, and time. They cover both the coercive and non-coercive sides of the new institutionalism's isomorphism. And they encompass international as well as domestic tendencies. Private higher education growth is linked to widespread changes in political-economy. These changes often reduce the centrality of the state and its public institutions while opening up possibilities for alternative organizational goals and means to legitimacy. The findings on private higher education thus allow for speculation on how the new institutionalism can be modified and interpreted in many fields undergoing robust and multi-faceted privatization. (Contains 55 notes.)
Isomorphic and Diverse Features of Turkish Private Higher Education. PROPHE Working Paper Series. WP No. 18
Author: Mizikaci, Fatma
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Universities,Foreign Countries,Institutional Characteristics,Educational Innovation,Private Colleges,Educational Change,Selective Admission

This study examines isomorphic and diversifying changes in Turkish private higher education institutions. Within and across the institutions isomorphic changes are common while diverse patterns appear among institutions with semi-elite characteristics. Within the limits of the national centralized system the semi-elite universities emerged as distinctive organizations and a few have grown into leading institutions competing with the top performing public universities. They have become the innovators in running different academic programs, curricula and administrative structures. But the largest group of private (&quot;foundation&quot;) universities bears the demand absorbing role showing isomorphic characteristics. Three critical elements of isomorphic change--coercive, mimetic and normative--are observed in these institutions. With the exception of the small number of distinctive organizations showing semi-elite characteristics, Turkey's private (&quot;foundation&quot;) universities remain small and similar to one another. (Contains 5 tables and 17 endnotes.)
Private Higher Education Penetration into a Mature Education Market: The New Zealand Experience. PROPHE Working Paper #6
Author: Abbott, Malcolm
Date: 2005-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Private Sector,Foreign Countries,Public Sector,Comparative Analysis,Case Studies,Educational Change

Since 1989, when it became legally possible for private higher education to operate in New Zealand, the sector has grown to become a significant part of the country's higher education system. We explore the private penetration, trace the changes that have occurred in private higher education, and evaluate the sector's position in New Zealand today. The private sector has had to find a niche for itself in a higher education sector dominated by a mature, well developed public sector. In so doing, New Zealand's private higher education exhibits differences and similarities with the private higher education internationally. Particular case study attention goes to the New Zealand case as one of private entry into a mature higher education system in an economically advanced country. Additional attention goes to the dissimilarities between the private sector and the more predominant public tertiary education institutions in New Zealand. It becomes apparent that the private sector has characteristics that make it quite different from that of the public sector in New Zealand. (Contains 10 tables and 19 notes.)
The "Decline" of Private Higher Education. PROPHE Working Paper Series. WP No. 16
Author: Levy, Daniel C.
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Private Education,Higher Education,Educational Trends,Social Influences,Political Influences,Educational History,Foreign Countries

No topic in private higher education study has attracted as great attention globally as has growth. This is appropriate as private growth has soared to nearly a third of the world's total higher education enrollment. But while private growth continues to be the dominant trend, important declines in private shares have emerged. These must be analyzed and understood. What is private decline depends partly on definition. For the most part declines occur in private enrollment shares, rarely in absolute numbers. Declines also sometimes occur in private subsectors rather than in the private sector overall. Some declines are merely transitory. Short of actual decline we also find notable slowing of private growth rates. After citing notable historical examples of private decline, we focus on contemporary social factors and political factors. The social factors revolve around two main dynamics: diminution of social distinctiveness or groups that have fueled private growth; demographic changes that fall hard on private sectors. On the political side we consider political regime change and regulation, then shifting to analysis of hefty multi-dimensional expansion within the public sector. None of these dynamics reverses the continued dominant tendency of private growth but they do provide counter-tendencies important to grasp and with potential to accelerate. (Contains 42 endnotes.)
Comparing School-Level to Private Higher Education: Using the Dominican Republic as a Pioneer Study. PROPHE Working Paper Series. WP No. 8
Author: Mendoza, Ancell Scheker
Date: 2007-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Private Education,Higher Education,Private Schools,Elementary Schools,Secondary Schools,Educational Trends,Educational Finance,Governance,Institutional Mission,Church Related Colleges,Catholic Schools,Educational History,Institutional Characteristics

This working paper reviews concepts and categories developed in private higher education research, analyzing their applicability to lower levels of education. Most specifically and prominently, the paper uses the three waves of private growth identified in Latin American higher education--Catholic, elite, and demand-absorbing--and categories of finance, governance, and function to analyze new and prior private growth in primary and secondary schools in the Dominican Republic. For Latin American private higher education, Levy (1986a) identified certain patterns of growth. The private sector expansion began with Catholic universities, followed by some elite secular universities, and lastly a boom of secular institutions that absorb a growing demand that the public sector could not satisfy. This pattern was confirmed for the Dominican Republic (Levy, 1991). Like some other Latin American nations, the Dominican Republic did not have a private university until the 1960s, the first being a Catholic university. Later, other private institutions emerged, two of them classified as institutions for the elite. The great demand for higher education facilitated the proliferation of many private institutions. In the last decades, the private higher education sector growth in the Dominican Republic has been remarkable. More than 60% of the enrollment is in private higher education institutions. Hence private higher institutions in Dominican Republic have emerged in three waves, following the regional patterns for Latin America, each one with a relatively distinctive role and its own rationales and dynamics. Has primary and secondary private education followed a similar pattern of growth? Such an inter-level question has not hitherto been studied in any country. Thus, this working paper analyzes causes of the non-higher education proliferation of the private sector and identifies parallel patterns of growth to those found in private higher institutions. However, differences are also found. Contrasts are presented and may facilitate understanding the characteristics of each level (see appendix 1) as well as the distinction between private and public institutions. A comparison between school-level and private higher education in the Dominican Republic is appended. (Contains 21 endnotes.)
External Affiliations and Diversity: Chile's Private Universities in International Perspective. PROPHE Working Paper Series. WP No. 4
Author: Bernasconi, Andres
Date: 2004-11-00
Type: Reports - Research
Subjects: Foreign Countries,Private Colleges,Classification,Institutional Characteristics,Proprietary Schools,Institutional Mission,Educational Finance,Financial Support,Governance,College Faculty,Teacher Participation

The expansion of private sectors of higher education has usually been regarded as a factor of diversification in higher education systems. Some of this differentiation has been associated, but without systematic study, to the affiliation of private institutions with organizations outside the field of higher education. This article reports the results of a study of this form of interorganizational relationship in private universities in Chile. Cases include universities founded or sponsored by religious, business and military organizations. A typology of private universities is proposed, on the basis of the forms affiliation (or its absence), was observed to take in the cases examined. Weak and strong forms of affiliation are described, and affiliated universities are compared to &quot;proprietary&quot; universities, i.e., those owned by individuals who govern them from their positions in the board of directors, and &quot;independent&quot; universities, in which governance lies with internal--academic or administrative--constituents. Albeit derived from the case of Chile, the typology could be applied to the analysis of private higher education in other national systems. The second part of the article seeks to ascertain whether affiliation operates as a source of differentiation in Chilean private higher education. Results show that, compared to the other types of private universities, the affiliated ones possess distinctive mission statements and declarations of principles, consistent with the orientations of their sponsor institutions, tend to be smaller, and tend to have more full-time and better qualified faculty. Some receive financial support from their sponsor organization or its members. Distinctiveness was not found in indicators of prestige and student selectivity, nor in tuition levels, program offerings, curriculum design, the weight of research and graduate programs in their functions, student socioeconomic profile, and faculty involvement in governance. This is not to say that there are no differences in these dimensions among private universities: much diversity exists, but most of it cuts across all categories of interest for our study. (Contains 3 tables and 29 notes.
Changing Patterns of Private-Public Growth and Decline: The Case of Georgian Higher Education. PROPHE Working Paper Series. WP No. 10
Author: Pachuashvili, Marie
Date: 2007-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Public Education,Private Education,Higher Education,Privatization,Educational Trends,Enrollment,Institutional Characteristics,Change,Competition

In most post-communist countries, the beginning of the 1990s witnessed creation and growth of private higher education institutions on the one hand and privatization of public educational services on the other. The Georgian developments mostly fit this general pattern, but, in many respects, it is an extreme case. First of all, both private and public sectors in higher education saw striking fluctuations in their growth patterns. Besides, these powerful developments took place against a fairly unchanged regulatory background. For these reasons, examination of the Georgian trends allows better appreciation of the relationship that exists between private and public sectors in higher education, as well as further generalizations. It is argued here that in Georgia, in face of a lax regulatory regime, increased market competition has served as one of the main factors for shaping private-public sector dynamics. That is, rapid private higher education proliferation in the beginning of the 1990s had greatly contributed to the fall in the public sector's enrollment share, while rigorous public sector privatization later took its toll on the private sector's share of enrolment. Examination of institutional types also reveals significant interrelationships between the nature of the courses offered by the two sectors in higher education. (Contains 3 tables, 1 graph, and 15 notes.)