ethanporcaro/eric-fulltext-meta huggingface dataset:
The Challenges of Social Studies Educators for Effective Teacher Preparation and Implementation of the Universal Basic Education Programme in Nigerian Junior Secondary Schools
Author: Meziobi, D. I.
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Studies,Secondary School Teachers,Public School Teachers,Educational Change,Equal Education,Preservice Teacher Education,Creativity,Computer Uses in Education,Secondary School Curriculum,Teacher Surveys,Foreign Countries

The UBE (universal basic education) is one of the laudable reforms in education in Nigeria, which is implemented through social studies instruction. This study investigated social studies teachers' capability for effective implementation of the UBE in junior secondary schools in Orlu education zone of Imo State of Nigeria. The study is a survey which made use of 20 social studies teachers in public schools as the sample. Results from the study indicate that social studies teachers are not adequately aware of the objectives of UBE. In addition, teacher training institutions have not prepared social studies teachers sufficiently for the implementation of the UBE programme, their teaching does not inject appreciable creativity in the learner, and teachers do not use ICTs (information and communication technologies) in the discharge of instruction as they are not ICT-skilled. Teachers are not sufficiently exposed in their training to reforms in education, specifically the UBE and that the teaching of social studies is not functional in injecting practical skills and vocational training in the learner, which is the basic objective of UBE. Implications of the study and recommendations are delineated. (Contains 5 tables.)
New Prof Omeje Pornography Addiction as Correlate of Psychosocial and Academic Adjustment of Students in Universities in Lagos State
Author: Ohuakanwa, Chijioke Ephraim
Date: 2012-00-00
Type: Journal Articles
Subjects: Test Reliability,Addictive Behavior,Undergraduate Students,Pornography,Student Adjustment,Psychological Patterns,Foreign Countries,Questionnaires,Hypothesis Testing,Adjustment (to Environment),At Risk Students,Student Attitudes,School Counseling,Student Needs

The study sought to investigate the relationship between pornography addiction and psychosocial and academic adjustment of students in universities in Lagos State. In order to achieve this objective, five research questions were formulated and two hypotheses postulated. The subjects for the study consisted of 616 full-time third-year undergraduate students from two universities in Lagos State. They were composed using purposive sampling technique. The instrument used for data collection was that researchers designed questionnaire titled &quot;Pornography Addiction, Psychosocial and Academic Adjustment Instrument&quot;. The reliability coefficient of the instrument was also determined, using the Cronbach alpha statistics which determines the coefficient of internal consistency of the instrument. The research questions were analyzed using mean scores and &quot;SD&quot; (standard deviation) while the null hypotheses were tested at 0.05 level of significance using Pearson product moment coefficient and the t-test. The findings show that university students in Lagos State experienced high level of pornography addiction. The results also show that university students in Lagos State experienced moderate level of psychosocial and academic adjustment. There is a significant but negative relationship between pornography addiction and psychosocial adjustment. There is a slight positive relationship between pornography addiction and academic adjustment. Based on the findings, implications were highlighted. For instance, finding that students in the universities are experiencing high level of pornography addiction behaviour implies that students have strong attraction to environmental forces that draw them to pornography. Based on the findings of the study, recommendations are made. These included that due to high level of pornography addiction behaviour among students of universities, functional counseling units should be established where qualified counselors will be assigned to assist students to struggle with pornography to gradually overcome the behaviour. (Contains 5 tables.)
Faculty Motivations and Incentives for Teaching eCourses at a For-Profit Online Applied Arts College
Author: Tenzer, Laurie
Date: 2012-11-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Higher Education,College Faculty,Adjunct Faculty,Faculty,Teacher Shortage,Proprietary Schools,Teacher Motivation,Incentives,Teaching Conditions,Flexible Scheduling,Educational Opportunities,Research Methodology,Job Security,Online Courses,Faculty Development

A shortage of qualified online faculty exists as learner demand rises.  This replication research studied two sample populations--full-time and adjunct--of online faculty at a for-profit applied arts college.  The purpose of this study was to discover the motivators and incentives that drive faculty to teach online, enabling college-level administrators to make decisions targeted at retaining and hiring a qualified online teaching pool.  Using descriptive and inferential statistics the study explored four research questions about the motivators and incentives of two current online populations.  The findings showed flexible schedule to be the top motivator for both populations.  Additionally, adjuncts were motivated by job concerns.  Passing on experiential knowledge and the ability to balance work and family motivated full-timers.  Higher pay and professional development opportunities were the top incentives for both sample populations.  Full-timers were also concerned with job security.  It was concluded that ensuring a flexible schedule and higher pay are two areas that administrators should focus on in order to attract and retain top online teaching talent.  Questions remain as to whether the results were universally dependent upon subject matter taught (i.e., art, career, liberal arts, engineering courses) or the type of institution (i.e., public, non-profit, for-profit).  Would the results have been different had the study been conducted during a stable era at the institution?  A replication of this study at the same institution at a future date would answer this question.  A study at a different 100% online college would help further elucidate the findings.  Six appendixes present: (1) Informed Consent Letter to Participate in Online Survey; (2) Permission to Use Survey Instrument; (3) Survey Instrument; (4) Institutional Consent; (5) Email Contact to Participants' Supervisor; and (6) Email Contact to Participants. (Contains 4 tables.)
Public School Graduates and Dropouts from the Common Core of Data: School Year 2009-10. First Look (Provisional Data). NCES 2013-309
Author: Stillwell, Robert
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Dropouts,High School Graduates,Graduation Rate,Enrollment,Dropout Rate,Grade 9,Grade 10,Grade 11,Grade 12,Asian American Students,White Students,African American Students,American Indian Students,Racial Differences,Gender Differences,High School Freshmen

This report presents the number of high school completers, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9-12 for public schools in school year 2009-10. State Education Agencies (SEAs) report annual counts of completers, dropouts, and enrollments to the National Center for Education Statistics' (NCES) Common Core of Data (CCD) nonfiscal survey of public elementary/secondary education as part of the Cooperative Education Statistics System established in section 157 of the Education Sciences Reform Act of 2002, part C and the U. S. Department of Education's ED&quot;Facts&quot; data collection system. Although tables 3 and 7 present data from eight sequential school years, the text presents only comparisons between the 2008-09 and 2009-10 school years. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2009-10 CCD Dropout and Completer provisional data files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Data files and report tables include data for the 50 states, the District of Columbia, and 8 other jurisdictions. However, the findings discussed in this report focus on the reporting states and the District of Columbia. This First Look marks the first publication and the initial data release for 2009-10 CCD dropout and completer data. The data in this report are drawn from the 2009-10 CCD Dropout and Completer provisional data files. Data in these provisional data files have undergone an intensive review and editing process. Any additional revisions will be incorporated in the 2009-10 CCD Dropout and Completer data files to be released in subsequent provisional releases and the final release as warranted. Methodology and Technical Notes are appended. (Contains 8 tables and 3 footnotes.)
Transforming Tenure: Using Value-Added Modeling to Identify Ineffective Teachers. Civic Report. No. 70
Author: Winters, Marcus A.
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Public School Teachers,Teacher Effectiveness,Teacher Dismissal,Barriers,Tenure,Teacher Evaluation,Evaluation Criteria,Student Evaluation,Scores,Academic Achievement,Statistical Analysis,Models,Predictor Variables,Educational Change

Public school teachers in the United States are famously difficult to dismiss. The reason is simple: after three years on the job, most receive tenure--after a brief and subjective evaluation process in which few receive negative ratings. In recent years, some school districts have experimented with changes in tenure rules. They seek the power to remove ineffective teachers and, in some jurisdictions, to reevaluate teachers throughout their careers. A keystone of this reform movement is the replacement of subjective evaluation with quantifiable measures of each teacher's effectiveness. The quantitative method is known as value-added modeling (VAM), a statistical analysis of student scores that seeks to identify how much an individual teacher contributes to a pupil's progress over the years. The use of VAM in teacher evaluations is growing, but the method remains extremely controversial. Critics often claim that it does not and cannot measure actual teacher quality. This paper addresses that claim. Part I analyzes data from Florida public schools to show that a VAM score in a teacher's third year is a good predictor of that teacher's success in his or her fifth year. Having established that VAM is a useful predictive tool, Part II of the paper addresses the most effective ways that VAM can be used in tenure reform. (Contains 9 figures, 2 tables and 8 endnotes.)
Augmentation of Teaching Tools: Outsourcing the HSD Computing for SPSS Application
Author: Wang, Jianjun
Date: 2010-05-07
Type: Reports - Evaluative
Subjects: Computers,Computer Software,Social Studies,Comparative Analysis,Statistics,Intervals,Statistical Analysis,Computation

The widely-used Tukey's HSD index is not produced in the current version of SPSS (i.e., PASW Statistics, version 18), and a computer program named "HSD Calculator" has been chosen to amend this problem. In comparison to hand calculation, this program application does not require table checking, which eliminates potential concern on the size of a "Studentized range" table that might not cover various degrees of freedom. Since the software can be downloaded with no charge, this approach demonstrated a simple and practical solution for the SPSS-based HSD computing. (Contains 2 figures and 3 tables.)
Do Property-Tax Caps Work? Lessons for New Jersey from Massachusetts. Civic Report No. 62
Author: Barro, Josh
Date: 2010-05-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Finance,Outcomes of Education,National Competency Tests,Taxes,State Aid,Finance Reform,Educational Objectives,Ownership,State Legislation,Expenditure per Student,High Achievement,Public Schools,Scores

New Jersey is considering a tax reform called &quot;Cap 2.5,&quot; under which a municipality's tax levy on existing property could not grow more than 2.5 percent in any year, unless its voters pass a referendum allowing a greater increase. This reform is similar to Massachusetts's Proposition 2.5, which that state adopted in 1980. New Jersey lawmakers may therefore be interested in giving serious consideration to Massachusetts's experience: Did the reform succeed in controlling growth in property taxes? Were property-tax savings merely offset by increases in other taxes? And given that education is by far the largest component of local expenditure, how has the reform affected educational performance in Massachusetts? Overall, Proposition 2.5 has succeeded in restraining growth of property-tax collections, total tax collections, and per-pupil education spending in Massachusetts. These fiscal successes have not come at the expense of the state's educational outcomes, which are the nation's best, consistently outperforming--or at least tying--New Jersey's results on national school exams. Massachusetts's advantage persists even within certain traditionally disadvantaged demographic groups. Massachusetts's experience suggests that New Jersey, by adopting a similar reform, could significantly restrain tax growth without hurting educational outcomes. The Bay State has shown that it is not necessary to be the national leader in school spending to be the national leader in school outcomes. The findings of the report are: (1) In Massachusetts, Proposition 2.5 has been effective in controlling growth in property taxes. Real-dollar property-tax growth from 1980 to 2007 was just 22 percent in Massachusetts. It was 68 percent nationwide and 102 percent in New Jersey; (2) Tax collections in Massachusetts from other sources rose faster than the national average over the same period, as did state aid to localities; (3) Since 1980, spending per pupil grew significantly more slowly in Massachusetts than in New Jersey or the country as a whole; (4) Massachusetts's lower spending levels cannot be explained by a lesser need to serve hard-to-teach students; (5) Despite their lower spending levels, Massachusetts's public schools are the country's clear top performers, as measured by National Assessment of Educational Progress (NAEP) exams administered by the U.S. Department of Education; and (6) Massachusetts's stronger NAEP performance is not explained by favorable demographics. Within most demographic groups, students in Massachusetts achieved higher average NAEP scores than their counterparts in New Jersey. (Contains 11 charts, 1 table, and 3 endnotes.)
Where Are We Now? An Update to the Community
Author: Philadelphia Youth Network
Date: 2007-11-00
Type: Reports - Descriptive
Subjects: Dropouts,Out of School Youth,Juvenile Justice,Public Support,Dropout Rate,Educational Needs,Dropout Programs,Graduation Rate,Reentry Students,Potential Dropouts,Community Information Services,Truancy,Educational Change,High Schools,High School Students,Cooperation,Partnerships in Education,School Districts

In October 2006, a collaborative of cross-sector leaders launched Project U-Turn, a citywide campaign to bring much-needed attention to Philadelphia's dropout crisis and to build the collective will to resolve it. In addition to increasing public awareness of the issue in a variety of ways, Project U-Turn's work has resulted in significant successes such as the creation of more than 1,400 slots in new and expanded educational programs; a new system for reengaging dropouts, truants and youth returning from juvenile justice placements; policies shifting to better support the educational needs of youth most at risk of dropping out; and more than $10 million dollars raised to respond to the dropout crisis in the city. Despite this demonstrable progress, the past year's work has also highlighted how much more there is yet to do; particularly with regard to reconnecting out-of-school youth to high-quality educational programming. The voices of hundreds of youth who have called the Project U-Turn Hotline since it started a year ago deliver a strong collective message: &quot;we want to complete our educations.&quot; Across the city, however, there is not enough capacity in appropriate educational settings to meet their particular educational needs. A year ago, members of the Project U-Turn Collaborative committed to measurable goals in four specific areas--garnering strong public support to address this issue, expanding the number and variety of education options available, reaching the hardest to serve youth, and ultimately reducing the dropout rate--by which their work would be measured and for which they would be held accountable. This report documents the significant progress that has been made one year later toward attaining each of these goals.
Buenos Dias! Good Morning! Implementing Dual-Language Programs in Illinois. New Journalism on Latino Children
Author: Bridges, Margaret
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Bilingual Education,Native Speakers,English (Second Language),Bilingualism,Hispanic American Students,Preschool Children,Preschool Education,Spanish Literature,Bilingual Education Programs,Change Strategies,Educational Strategies,Classroom Environment,Classroom Techniques,Instructional Development,English Language Learners

Bilingual education has taken center stage in Illinois with a new education mandate; many public preschools will be required to offer bilingual education to all three- and four-year-olds who do not speak English. Dual-language (DL) classrooms represent one very promising model in bilingual education that is being used to develop these new preschool programs. The interest in bilingual education arises from two, disparate sources. On one hand, more than 1 in 5 schoolchildren in Illinois is Latino, and many are English-language learners. Recent research indicates that a DL approach to bilingual education may be the most effective way to teach these non-native speakers English, as well as nurture their academic skills generally (Collier &amp; Thomas, 2004). Dual-language programs offer children the chance to maintain--and gain literacy in--their home language while they become fluent in English and prepared to succeed in traditional classrooms. [Funding for this paper was provided by McCormick Foundation.]
Abriendo Puertas: Opening Doors to Opportunity--A National Evaluation of Second-Generation Trainers
Author: Bridges, Margaret
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Evidence,Child Rearing,Parenting Skills,Parent Education,Generational Differences,Program Effectiveness,Program Evaluation,Program Descriptions,Pretests Posttests,Parent Attitudes,Multiple Choice Tests,Achievement Gains,Participant Satisfaction,Preschool Children,Capacity Building,Hispanic Americans

Abriendo Puertas/Opening Doors (AP/OD) is a comprehensive, 10-session parenting skills and advocacy program developed by and for low-income Latino parents with children ages 0 to 5. Drawing from the real-life experiences of Latino parents and local data about their schools and communities, sessions are filled with interactive activities that aim to develop parents' self-understanding as powerful agents of change to improve the lives of their children. This unique curriculum builds on participants' cultural strengths to transform the achievement gap into an opportunity to improve and enrich the lives of their children and families. Given AP/OD's recent national expansion, the evaluation outlined in this brief aims to provide evidence of the program's efficacy in addressing the needs of the large and growing Latino community when brought to scale. This brief presents findings from the evaluation of the programs conducted by second-generation trainers (those instructed via Training-of- Trainers Institutes), examining how--if at all--increases in parenting knowledge, skills, and confidence are associated with participation in the program.
Giving Latino Children a Stronger Start. New Journalism on Latino Children
Author: Rivera, Carla
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Federal Programs,Child Care,Early Childhood Education,Preschool Children,Disadvantaged,Access to Education,Educational Finance,Student Characteristics,Preschool Education,Enrollment Rate,Enrollment Trends,Population Distribution,Achievement Gains,Educational Improvement,Improvement Programs,Hispanic American Students

Early Head Start serves newborns through toddlers. It is an offshoot of Head Start, the 44-year-old federal program for low-income children ages 3 through 5. Social scientists studying brain development and emotional growth increasingly identify early education as critical to preparing children for kindergarten. As well, researchers have linked it to a host of longer-term benefits to society, such as higher employment and lower crime rates. President Obama, arguing that early education is key to raising academic achievement, advanced new investments, including $1.1 billion in stimulus funds for Early Head Start, $1 billion for Head Start, and $8 billion for state early learning grants. But as the investment in early education increases nationwide, advocates express concern that Latino children may not reap the full benefits. Latino children are the fastest-growing segment of the U.S. population and, according to a study commissioned by the National Task Force on Early Childhood Education for Hispanics, will comprise more than a quarter of Americans 8 and younger by 2030. The good news, according to a 2006 survey conducted by the Tomas Rivera Policy Institute, is that Latino families value early education, and 96 percent said they would send their children to publicly funded programs if they were available. But parents must navigate a patchwork of programs, including Head Start, preschools, nursery schools and day care. The choices may be public or private; free, subsidized or pricey; educational or not.