ethanporcaro/eric-fulltext-meta huggingface dataset:
Other People's Schools: The Challenge of Building New Schools in New Jersey's Urban Districts: 2000-2010
Author: Daniel, Robert S.
Date: 2013-10-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Court Litigation,State Legislation,School Construction,Educational Facilities,Politics of Education,Urban Schools,Educational History,Government Role,Program Implementation,Low Income,School Districts,School Buildings,Educational Administration,Educational Facilities Improvement,State Government,Taxes,School Community Relationship,Educational Finance,Educational Facilities Design

This dissertation captures the 10-year contemporary history of implementing the facilities element of New Jersey's historic Abbott v. Burke decision. New Jersey's Legislature and Governor took this Supreme Court decision and created legislation responding to multiple constituencies and lobbyists while shaping a school construction program to be deposited within a government agency for implementation. While not the largest in nominal dollar value, New Jersey's program was possibly the widest in geographic scope and most detailed in ambition in the United States. Aspects of program implementation are described and linked to their sources in the political sphere and their implications for the school facilities. New Jersey's program built 63 new school buildings within 31 of New Jersey's lowest-wealth school districts across the state in a fully centralized, highly controlled, and prescriptive manner. There is a political aspect of any public works program, and New Jersey's played against a background of six Governors, beginning with Republican Christine Whitman and ending with Republican Chris Christie over the 10-year period July 2000 to July 2010. This program was a tool of Governors to be accelerated or dampened as needed through Executive Orders or more subtle controls. There is importance to this study as New Jersey is once again a national leader among the 50 states in addressing its most difficult school facility issues on a statewide basis. New Jersey's program is a prototype and its experience, successes, and failures provide insight to other states that undoubtedly will be confronting these same problems as their school buildings age. The following are appended: (1) Acronyms; (2) Timeline: Milestones in New Jersey's School Funding Battle; and (3) Timeline: Milestones in New Jersey's School Construction Program.
Ownership and Use of New Media by Teachers in Rural and Urban Areas of Croatia
Author: Topolovcan, Tomislav
Date: 2013-05-24
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Urban Schools,Rural Schools,Ownership,Technology Uses in Education,Technology Integration,Teaching Methods,Teacher Role,Independent Study,Elementary School Teachers,Rural Urban Differences,Questionnaires,Telecommunications,Handheld Devices,Computers,Internet,Computer Software,Social Networks

The development and use of new media in the class emphasizes independent learning based on the activities of the students, constructivist learning and student-centred lessons in general. Using new media in the class does not prompt more efficient learning and teaching in itself, but can initiate the learning processes by didactically shaping the class with regards to student and teacher motivation, previous knowledge, aims, methods and content. Thus,the media changes the role of the teacher, who becomes the organizer of students' independent learning activities. On the other hand, differences have traditionally been seen between teachers from rural (village) and urban (towns/cities) areas. This research was carried out to investigate how often new media are used by elementary school teachers in rural and urban areas (N = 158), and what the differences are between those two subgroups of teachers in terms of ownership of new media. The research was conducted in February 2012 by using a questionnaire.The study demonstrates that there is no difference in terms of ownership of any of the new media items relating to the area in which the school is situated (rural or urban). The results show that computers, mobile phones and the internet are owned and used to a greater degree than social media, smartphones and tablet computers. Teachers who work in rural and urban areas use personal computers, the internet and multimedia software in their classes most often, while they do not use tablet computers, smartphones, social networking or mobile phones as frequently. The results show that using new media decreases the traditional differences between teachers from rural and urban areas, which implies that students can learn in classes organized with the help of new media, regardless of where their school is situated.
Goal Orientation among Boys and Girls in Higher Secondary Schools of Kerala: How Parenting Styles Influence It?
Author: Gafoor, Kunnathodi Abdul
Date: 2014-01-00
Type: Speeches/Meeting Papers
Subjects: Goal Orientation,Secondary School Students,Parenting Styles,Parent Influence,Correlation,Child Rearing,Gender Differences,Foreign Countries,Likert Scales,Surveys,Statistical Analysis

The purpose of the study is to investigate the relation between parenting style and goal orientation among boys and girls in higher secondary schools of Kerala. Four types of parenting style and five categories of goal orientation. The sample comprised of 467 girls and 365 boys from higher secondary school in Kerala who were selected through stratified random sampling. Chi-square test of independence revealed that negligent parenting develops undefined goals and performance avoidance goals; authoritarian parenting produces more performance orientation and authoritative parenting produces more approach orientations. Also, association between parenting style and goal orientation is significant in case of adolescent boys, but not in case of girls. Findings imply that parents can influence students' goal orientation by promoting their children to set goals other than performance avoidance by changing their styles of parenting. Especially mothers' responsiveness and control have more crucial relation with goal orientation of students, and hence mothers can do more for their boys and girls in this respect.
Distinctions between Computer Self-Efficacy of Pupils and Teachers in Elementary School
Author: Topolovcan, Tomislav
Date: 2014-06-10
Type: Speeches/Meeting Papers
Subjects: Self Efficacy,Computer Literacy,Computer Uses in Education,Elementary School Students,Elementary School Teachers,Effect Size,Comparative Analysis,Foreign Countries,Grade 8,Surveys,Questionnaires

The aim of this study was to establish whether there are differences between the computer self-efficacy of pupils and teachers (N = 507) in the context of the classroom, as a developing workplace of the teacher in elementary education. The survey covered 184 teachers and 323 pupils in elementary school. The results show that there is no statistically significant difference in the Basic Computer Skills dimension. In other words, both pupils and teachers assess their own self-efficacy in Basic Computer Skills equally. Further, the results show a statistically significant difference of the medium effect size in Media-Related Skills. In other words, pupils assess their self-efficacy in this dimension higher than the teachers. The results also reveal a statistically significant difference in the medium effect size concerning the self-efficacy dimension of Web-Based Skills, i.e. the pupils' assessment of self-efficacy in the skill of internet use is higher than the teachers' assessment of self-efficacy in the same area. The results also show that pupils generally assess their computer self-efficacy more highly than the teachers do, which may be explained by the fact that these pupils are digital natives, belonging to what is known as the Net Generation, while their teachers are known as digital immigrants. This paper explains the implications of these results for modern multimedia student-centred classes, and the role of the pupil and teacher in such classes. [This paper was published in: &quot;E-Learning at Work and the Workplace: From Education to Employment and Meaningful Work with ICTs.&quot; Proceedings of the European Distance and E-Learning Network 2014 Annual Conference (Zagreb, Croatia, June 10-13, 2014). p517-526. ISBN 978-963-89559-7-5.]
Student Assessment of the Role of the New Media and Textbooks in Class and in Independent Learning
Author: Topolovcan, Tomislav
Date: 2013-06-12
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Mass Media Role,Textbooks,Secondary School Students,Mass Media Use,Educational Environment,Books,Study Habits,Preferences,Classroom Environment,Home Study,Questionnaires,Likert Scales,Independent Study,Foreign Countries

The aim of this research is to assess the frequency of learning through the new media and from textbooks at home and in class, and the frequency of learning from exercise books, and the correlation according to the type of school and to the form the students attend. The survey conducted on a sample of secondary school students attending either vocational schools or gymnasia (N = 524) showed that students, regardless of the type of school and form they attend, most frequently tend to learn from their exercise books, and less frequently through the new media. The majority of students sometimes use textbooks from which to learn, both at home and at school. The findings also show that gymnasium and vocational school students who more frequently use textbooks in class also tend more often to learn from textbooks at home. Vocational school and gymnasium students, both in the first and in the fourth form, who more frequently use exercise books for learning, less frequently learn from textbooks at home. First and fourth form students who more frequently learn from exercise books less frequently learn through the new media. Students who more frequently use textbooks in class also tend to more frequently learn from textbooks at home. All the subsamples show that students learn significantly less frequently with the aid of the new media, regardless of how often they learn from textbooks and exercise books. This study shows that the new media have not yet attained sufficient presence in Croatian schools. [This paper was published in: &quot;The Joy of Learning: Enhancing Learning Experience - Improving Learning Quality.&quot; Proceedings of the European Distance and E-Learning Network 2013 Annual Conference (Oslo, Norway, June 12-15, 2013). p937-946. ISBN 978-963-89559-3-7.]
Principal Attrition and Mobility: Results from the 2012-13 Principal Follow-Up Survey. First Look. NCES 2014-064
Author: Goldring, Rebecca
Date: 2014-07-00
Type: Numerical/Quantitative Data
Subjects: Principals,Occupational Mobility,Labor Turnover,Surveys,Followup Studies,Public Schools,Private Schools,Administrator Characteristics,Institutional Characteristics,Elementary Schools,Secondary Schools,Work Environment,Educational Environment,Work Experience,Administrator Role,Tables (Data),Error of Measurement,Sampling,Response Rates (Questionnaires)

This report presents selected findings from the Public School Principal Status and Private School Principal Status Data Files of the 2012-13 Principal Follow-up Survey (PFS). The PFS is a nationally representative sample survey of public and private K-12 schools in the 50 states and District of Columbia and was initiated to inform discussions and decisions regarding principal attrition and mobility among policymakers, researchers, and parents. First collected in school year 2008-09, the PFS was designed as a component of the Schools and Staffing Survey (SASS) and was sponsored by the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through questionnaires sent to districts, schools, principals, teachers, and library media centers. Information from all of the surveys can be linked. 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 2012-13 SASS Public School Principal Status and Private School Principal Status 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. The tables in this report contain counts and percentages demonstrating bivariate associations between variables. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. Comparisons drawn in the selected findings have been tested for statistical significance at the 0.05 level using Student's t statistics to ensure that the differences are larger than those that might be expected due to sampling variation. No adjustments were made for multiple comparisons. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Statistical Analysis Software (SAS 9.3) and SUDAAN (11.0) were used to compute the statistics for this report. Appended are : (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Variables; and (4) Principal Status Forms.
Speak Out, Listen Up! Tools for Using Student Perspectives and Local Data for School Improvement. REL 2014-035
Author: Harris, Jennifer
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Student Attitudes,Data Collection,Data Analysis,Educational Improvement,Student Empowerment,Student Surveys,Focus Groups,Discussion,Interviews,Story Telling,Video Technology,Student Experience,Elementary Secondary Education

Listening closely to what students say about their school experiences can be beneficial to educators for understanding and addressing school-related topics and problems and rethinking policies and practices. The purpose of this toolkit is to provide educators with a purposeful and systematic way to elicit and listen to student voice to inform school improvement efforts. School improvement is complex work that relies on multiple sources of information to frame challenges and address and monitor change efforts. Student voice brings an additional, important source of information to these efforts. The toolkit offers three tools. ASK (Analyzing Surveys with Kids) involves students in analyzing and interpreting survey results associated with a school-related topic or problem and then producing suggestions for school improvement. Inside-Outside Fishbowl organizes a special kind of focus group in which students and educators trade roles as speakers and listeners during a facilitated discussion of a school-related topic or problem, and jointly develop an action plan. S4 (Students Studying Students' Stories) guides a digital storytelling process in which students produce and analyze videotaped interviews of other students about a school-related topic or problem and then host forums with educators to suggest improvements. The toolkit includes detailed information about how the tools work, the questions they address, the number and types of participants needed, the amount of time required, space and materials considerations, and directions for using the tools. It also includes a tool template so schools and districts can create new student voice tools for their particular needs and interests. The following are appended: (1) Student Voice Reflection Worksheet; and (2) Annotated List of Resources.
Facebook Use and Engagement of College Freshmen
Author: Burkart, Edith Jenae
Date: 2013-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Social Networks,College Freshmen,Student Surveys,Statistical Analysis,Regression (Statistics),Comparative Analysis,Place of Residence,Seminars,Learner Engagement,Student Participation,Academic Persistence,Intervention,Program Effectiveness,Communities of Practice,Theories,Multivariate Analysis,Grade Point Average

The purpose of this research was to investigate the effects of intensity of Facebook use and compare the effects of Facebook use with retention program participation on the engagement of college freshmen. The sample consisted of 141 freshmen at the University of West Florida (UWF). The participants were surveyed using questions from the National Survey of Student Engagement (NSSE) and the Facebook Intensity Scale. Participants were compared on engagement, intensity of Facebook use, and participation in a first-year seminar and/or living learning community. The data were analyzed through ANOVA, Kruskal-Wallis, MANOVA, t-test, and regression analysis. No significant difference in NSSE means was found between intensity of Facebook user groups. No significant causal relationship was found between individual Facebook Intensity Scale scores and NSSE scores. A significant difference in NSSE means was found between participants and non-participants in the living learning community. No significant difference in NSSE group means was found between participants and non-participants in the first-year seminar course. No significant difference in NSSE means was found between the combination of intensity of Facebook use and program participation groups. While Facebook did not have a significant effect on freshmen engagement in this data set, the website is highly used by college freshmen and could be a supplement to higher education retention programming.
Beliefs about Teaching Geometric Transformations with Geometer&apos;s Sketchpad: A Reflexive Abstraction
Author: Belbase, Shashidhar
Date: 2013-08-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Teacher Attitudes,Interviews,Grounded Theory,Educational Environment,Student Role,Learning Activities,Mathematics Teachers,Computer Software,Computer Uses in Education

A teacher&apos;s belief plays a significant role in the quality of teaching mathematics. In a fictive way, the researcher changed his role from a researcher to a research participant in an imaginative interview. His interior other (David) interviewed him as a researcher. A single interview session was held lasting for about three hours. The interview text was used for the analysis and interpretation using the grounded theory method. The researcher invented a substantive theory of his belief about teaching geometric transformations with Geometer&apos;s Sketchpad. The theory is &quot;reflexive abstraction of his beliefs about teaching geometric transformations with Geometer&apos;s Sketchpad&quot; as a personal theory characterized by some basic categories of beliefs about the advancement of pedagogy, beliefs about pedagogical environment, beliefs about the role of students and teacher, beliefs about self as a future teacher, beliefs about teaching and learning activities, and beliefs about transitions in teaching learning. The researcher reconstructed a synthesis of the characteristics of these beliefs. While constructing these layers of interpretive accounts, he used radical constructivist grounded theory as a theoretical base.
The Effectiveness of an Integrated Science and Mathematics Programme: Science-Centred Mathematics-Assisted Integration
Author: Kiray, Seyit Ahmet
Date: 2012-04-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Instruction,Science Instruction,Technology Education,Integrated Curriculum,Middle School Students,Control Groups,Experimental Groups,Mixed Methods Research,Researchers,Student Attitudes,Teacher Attitudes,Academic Achievement,Pedagogical Content Knowledge,Transfer of Training,Measures (Individuals),Educational Assessment,Quasiexperimental Design,Comparative Analysis,Pretests Posttests

Recently, the interest in ensuring integration between science and mathematics has been increasing. Taking this interest into consideration, this paper investigates whether or not a programme integrating particular attainments of science and technology, and mathematics classes in Turkey is effective. The study was performed in the educational term of 2007-2008 with 8th grade students (aged 14 and 15) of a middle school in Ankara. The workgroup in the study consisted of 90 students in total from three classrooms; two of them were the experiment group (30 + 30 students) and one was the control group(30 students). The mixed method was utilized in the study. The quantitative data obtained from the measurements performed with the tests developed were compared using variance analysis (one-way ANOVA) and covariance analysis (ANCOVA). These findings were discussed by integrating the opinions of the teachers and the students and the qualitative findings obtained from the researcher's log. The outcomes of the study indicated that the programme, called by the researchers &quot;Science-centred mathematics-assisted integration&quot;, increases the achievement of the students, if applied properly. Nonetheless, the outcomes also indicated that the teachers' lack of content knowledge and basic skills in science and mathematics has an adverse effect on the achievement of the students. It is believed that the outcomes of the study will make a contribution to the institutions educating science and mathematics teachers and to the institutions providing teachers with in-service training.
More Feet Hitting the Road: Ten Ways to Get Impoverished Childrens&apos; Test Scores Up
Author: Costley, Kevin C.
Date: 2014-08-15
Type: Reports - Descriptive
Subjects: Poverty,At Risk Students,Scores,Achievement Gains,Teacher Collaboration,Teaching Methods,Team Teaching,Large Group Instruction,Phonics,Reading Instruction,Emergent Literacy,Literacy Education,School Schedules,Teacher Student Ratio,Mathematics Instruction,Intervention,Regular and Special Education Relationship,Special Education Teachers,Faculty Development,Inclusion,Social Studies,Science Instruction,Departments,Peer Teaching,Parent Education,Volunteers,School Community Relationship,Parent Participation,Technology Integration,Technology Uses in Education,Elementary Schools

Poverty most likely will always be a concern in the United States, particularly in at-risk populations of the public schools. Many students in poverty enter public schools behind in academic and social skills due to a lack of quality early learning experiences. Regular education teachers work diligently to catch these children up in vital skills; however, the task is difficult and overwhelming. Teachers have to re-teach much prior content before even getting students on grade level. Classroom teachers need additional help aiding them in achieving learner outcomes and keeping test scores up. One teacher alone in the classroom has a daunting and discouraging task continually having to catch children up on learning. This article discusses the vital need for reinforcers in and out of the classroom. Included in this text are ten practical and useful ways to catch at-risk students up and get them on track for hopefully a lifetime of academic success.
Learning Strategies for Adolescents with Mild Disabilities
Author: Conderman, Greg
Date: 2013-11-08
Type: Reports - Research
Subjects: Learning Strategies,Adolescents,Preservice Teachers,Special Education Teachers,Middle School Students,High School Students,Lesson Plans,Planning,Secondary School Teachers,Middle School Teachers,Individualized Education Programs,Teaching Methods,Student Needs,Cooperating Teachers,Best Practices,Mild Disabilities,Learning Disabilities,Pretests Posttests

Learning strategy instruction is an evidence-based practice for teaching adolescents with mild disabilities. However, researchers have not developed strategies for every content area or skill. Therefore, teachers need to be able develop strategies based on the needs of their students. This article reviews the process for developing and teaching learning strategies and highlights strategies developed by four preservice special education candidates for their middle and high school students with mild disabilities.