ethanporcaro/eric-fulltext-meta huggingface dataset:
Vincentian Education and the Charism of St. Vincent de Paul
Author: Dosen, Anthony J.
Date: 2005-09-00
Type: Journal Articles
Subjects: Schools,Catholics,Catholic Schools,Clergy,Religion,Christianity,Cooperation,Religious Education

St. Vincent de Paul is a popular saint in the contemporary practice of Catholicism. This article explains why, providing a historical overview of the many influences in Vincent's life and demonstrating how central Vincentian themes can be incarnated in educational institutions. Vincent's passion--love of the poor--remains a compelling challenge today.
Urban Revitalization: A Case Study of One Catholic Elementary School's Journey
Author: Owens, Roxanne Farwick
Date: 2005-09-00
Type: Journal Articles
Subjects: Catholic Schools,Catholics,School Effectiveness,Enrollment Trends,Enrollment Influences,Case Studies,Context Effect,Interviews,Position Papers,Content Analysis,Institutional Survival,Declining Enrollment,Educational History,Leadership Role,School Community Relationship,Institutional Characteristics,Educational Practices

This article offers background information on U.S. trends in Catholic school enrollment from 1965 through the present, and presents a case study of one school that is attempting to address issues of enrollment, identity, effectiveness, and the elusive but critical essence of making a difference in the lives of students. The importance of leadership, mission, and a sense of community are reconfirmed as essential elements to the future success of Catholic schools in the United States. (Contains 1 table.)
Responses from the Field
Author: Johnstone, Joyce V.
Date: 2005-09-00
Type: Journal Articles
Subjects: Urban Areas,Urban Schools,Catholic Schools,Case Studies,Institutional Survival,School Closing,Decision Making,Financial Problems,School Role,Church Related Colleges,School Administration,Administrators,Catholics,Clergy,Partnerships in Education,Help Seeking

This article offers responses from Joyce V. Johnstone and Kevin M. Hanbury to the article &quot;Urban revitalization: A case study of one Catholic elementary school's journey,&quot; by R. F.  Owens. Johnstone mentions that the Owens article tells the story of one school in Chicago. Although the study itself may not be highly generalizable, it is compelling in a year in which the Chicago archdiocese announced the closing of 23 schools (Archdiocese of Chicago, 2005). It is past time for the Catholic community, the clergy, parish members, Catholic school educators, and those in Catholic higher education to mobilize before the Catholic school in one's parish is beyond salvage. In Hanbury's opinion, Owens shares with those who struggle with identity issues for Catholic schools in urban areas some thought-provoking insights based upon a case study. Hanbury stresses that Owens is correct in reiterating that the roles of the principal, the teachers, and the parents are pivotal to creating a positive and collaborative environment within the learning community of the Catholic school.
Exploring Values in Catholic Schools
Author: Fusco, Joseph S.
Date: 2005-09-00
Type: Journal Articles
Subjects: Outcomes of Education,Comparative Analysis,Catholic Schools,Catholics,Values,Educational Research,Research Needs,Meta Analysis,Literature Reviews,Institutional Characteristics,School Organization,Conflict,Educational Practices,Values Education

The past 30 years have been a busy time for Catholic school researchers. Once focused almost exclusively on historical research, Catholic school research in recent years has diversified and multiplied to include new descriptive and comparative studies. This article summarizes the findings of the most significant studies from 1966-2002 concerning values, the Catholic school effect, and apparent sector effects. Suggestions for future research are also proffered.
Incarnational Immersion-Based Learning in Cultural Contexts: A Charity Model
Author: Trokan, John
Date: 2005-12-00
Type: Journal Articles
Subjects: Service Learning,Philosophy,Curriculum Design,Anthropology,Behavioral Sciences,Religion Studies,Institutional Cooperation,Theological Education,College Students,Spiritual Development,Cultural Awareness,Educational History,Outcomes of Education,Educational Objectives,Values,Course Descriptions

The Religious Pastoral Studies and Behavioral Sciences Departments of a Midwestern college have collaborated in offering academic courses in theology and anthropology that include service immersion experiences with people of diverse cultures in South Dakota, North Carolina, New Mexico, Kentucky, and Honduras. This paper explores the incarnational dimension of immersion experiences between native peoples and college students. Using a contextual theology model, students and faculty from various social science and religious studies disciplines reflect with native people on the historical and contemporary elements of their culture and spirituality. This paper discusses the historical development of the immersion courses, methodology, curriculum design, student learning objectives and outcomes, incarnational value formation in Sisters of Charity charisms, and future directions. (Contains 3 figures.)
Responses from the Field
Author: Civille, John
Date: 2005-12-00
Type: Journal Articles
Subjects: Church Related Colleges,Catholic Schools,Perspective Taking,Social Justice,Ethics,Spiritual Development,Case Studies,Service Learning,School Community Relationship,Cultural Awareness,Position Papers,Cultural Pluralism,Films,Teaching Models,Instructional Effectiveness,Philosophy,Foreign Countries

This article offers responses from various authors to the article &quot;Incarnational immersion-based learning in cultural contexts: A charity model,&quot; by Dr. John Trokan (2005.) Mount St. Joseph's program on incarnational immersion-based learning, as described in the article by Dr. John Trokan, will have the participating students' eyes opened to the richness and complexity of spiritual, social, political, and economic issues among peoples of different culture. Civille shares that in his classes, he uses films and case studies to give the students some sense of seeing the world through the eyes of others. But he believes nothing compares to the firsthand experience of living in another culture and experiencing with the people their joys and hopes, their anxieties and fears. Mount St. Joseph College should be commended for its program. As Beckman reads Trokan's essay, she indeed also sees differences between the community-based learning efforts at Mount St. Joseph and her school's own. She attempts to allow Trokan's words to help her rethink what they do. For Green, the Trokan article tells the story of one particular program at one particular school. It shows a willingness that needs to be replicated at other universities and Catholic schools around the country to engage our students' faith formation by creating meaning. It shows that there is an ever increasing awareness to bring students back into relationships and service to others for the common good.
Education for Peace and Justice
Author: Elias, John L.
Date: 2005-12-00
Type: Journal Articles
Subjects: Educational Theories,Religious Education,Controversial Issues (Course Content),Peace,Justice,Teaching Methods,Educational Philosophy,Art

This article explores theoretical and practical issues related to education for peace and justice. It briefly presents educational theories of Plato, Aristotle, John Dewey, and Paulo Freire, recent papal and conciliar teachings, and the work of prominent religious educators. The power of education for aiding in justice and peace education is shown through guiding principles, curricular and methodological arrangements, ways of handling controversial issues, and the effective use of the arts.
John Lancaster Spalding (1840-1916): A Catalyst for Social Reform
Author: Nolan, Lucinda A.
Date: 2005-12-00
Type: Journal Articles
Subjects: Social Justice,Social Action,Role of Education,Educational Change,Catholic Schools,Catholics,Cultural Pluralism,Social Change,Social Theories,Biographies,Articulation (Education),Intellectual History,Industrialization,Urban Environment,Immigration,Economics Education,Change Agents

The life and work of John Lancaster Spalding focused on the importance of Catholic ideals of life and education in the development of the human person and society in order to fit them to the high purpose of participating in God's reign on earth and preparation for humanity's ultimate end--eternal life with God. Following a brief biographical introduction, this article addresses the central themes of Bishop Spalding's social thought and proposes that his attempts to articulate a Catholic perspective on social justice issues of his time were among the earliest in the United States. The article concludes by focusing on the importance of the role of education in Spalding's social thought and proposes some implications for the teaching of peace and justice today.
Religious Education in the Prophetic Voice: The Pedagogy of Eileen Egan
Author: Baratte, Linda L.
Date: 2005-12-00
Type: Journal Articles
Subjects: Catholics,Females,Reputation,Recognition (Achievement),Peace,Activism,Advocacy,Prosocial Behavior,War,Group Behavior,Social Change,Transformative Learning,Religious Education,Foreign Countries

This article offers an overview of the life and work of Eileen Egan, a contemporary and passionate Christian leader whose values can inform religious education today. It argues that her critical questioning of the traditions, assumptions, and premises of Catholic teaching on war and peace is a sign of the emancipatory, transformative learning that is at the heart of what it means to engage in religious education. Peace educators, social activists, service learning directors, and Catholic political leaders have much to learn from her example and zeal.
Justice Education as a Schoolwide Effort: Effective Religious Education in the Catholic School
Author: Horan, Michael P.
Date: 2005-12-00
Type: Journal Articles
Subjects: Religious Education,Catholic Schools,Catholics,Effective Schools Research,Program Descriptions,Justice,Best Practices,Educational Practices,Student Needs,Institutional Mission,Institutional Characteristics,Case Studies

This essay describes and analyzes one successful justice education program flowing from community service, and demonstrates how such a program in a Catholic school responds to several important "calls" to Catholic educators. These "calls" are issued by (a) the needs of the learners and the signs of the times, (b) official documents of the Church about the mission of the Catholic school and the faith growth of youth, and (c) a creative reading of history and contemporary expression of religious education that involves cooperation among all teachers and all subject areas in the school. The essay begins with a description of the justice education program at St. Pius XIII School, comprised of Grades 7 through 12. [The school is a fictional construct; it does not exist as one entity, but is the amalgam of the experiences of good practices in several schools.] Following the description is a treatment of each of the "calls" to which this effective justice education program responds.
Leadership Role Expectations and Relationships of Principals and Pastors in Catholic Parochial Elementary Schools: Part 2
Author: Schafer, Duane F.
Date: 2005-12-00
Type: Journal Articles
Subjects: Elementary Schools,Catholic Schools,Governance,Principals,Clergy,Leadership Role,Role Conflict,Power Structure,School Organization,Expectation,Team Training,Leadership Styles,Leadership Qualities,Interpersonal Relationship,Behavior Patterns,Behavior Theories,Work Environment,Industrial Psychology,Group Dynamics

This review examines several topics that inform many struggles currently experienced in the relationship between a canonical pastor and the principal of the parochial elementary school. Drawing on current research, this review examines various leadership theories, including the popular servant leadership model, and proceeds to a discussion of role expectations, role conflict, and role ambiguity.
Effect of Principals' Leadership Style on Teachers' Attitude to Work in Ogun State Secondary Schools, Nigeria
Author: Adegbesan, Sunday O.
Date: 2013-01-00
Type: Journal Articles
Subjects: Personality Traits,Leadership Styles,School Administration,Secondary Schools,Instructional Leadership,Questionnaires,Foreign Countries,Principals,Teacher Attitudes,Secondary School Teachers,Structured Interviews,Teacher Motivation,Likert Scales,Secondary School Students

The purpose of this study was to investigate why some principals prefer to embrace certain leadership styles and the effect of such styles on the teachers' attitude to work. The study adopted a descriptive research design. The random sampling technique was used to draw a sample of teachers and principals from the secondary schools in Abeokuta South Local Government Area. Structured questionnaire and interview were used to elicit information from the respondents. The questionnaire adopted the four point rating, which enabled respondents to indicate the extent of agreement or disagreement with the questionnaire items. The data collected were subjected to a number of statistical analyses, including frequency counts and percentages, t-test and x[superscript 2]-tests. The following were the finding of the study: The administrative styles adopted by the principals of secondary schools in Abeokuta South Local Government Area were found to be inadequate for effective school administration. The personality traits exhibited by the principals appeared somewhat harsh to their subordinates. Teachers in these schools were not adequately motivated and encouraged to carry out their duties.Based on the above findings it is recommended that principals in Abeokuta South Local Government Secondary Schools should not see themselves as all in all. They should involve their subordinates when taking vital decisions. There should be free flow of information in the schools. The work has implication for policy and practice of secondary education in Abeokuta South Local Government Area. (Contains 11 tables.)
Relationship between Web-Based Learning Time outside the Classroom and Academic Achievement in German as a Tertiary Language by the Students on Vocational High Schools
Author: Hanbay, Orhan
Date: 2013-01-00
Type: Journal Articles
Subjects: Academic Achievement,Internet,Vocational High Schools,German,Secondary School Students,Web Based Instruction,Correlation,Foreign Countries,Vocational Education

The purpose of this empirical research is to investigate the relationship between web-based learning time and academic achievement in German. 36 learners of L3 German with L1 Turkish and L2 English from Vocational High School of Kahta at Adiyaman University were the participants of this study. The empirical process of the study continued 6 weeks in 2011-2012 fall semesters. During this time, the German, as tertiary language, course was lectured by traditional face-to-face method in the classroom. But the students studied outside the course the same subjects in interactive form via web page, specifically designed for this study. At the end of the empirical process, the data about the study were obtained. The Pearson product-moment correlation was used to find out the relationship between web-based learning time and academic achievements in German. As a result of this study it is found out that there is a significant relationship between web-based learning time and academic achievement in German as a tertiary language. (Contains 3 tables.)
Guided Assessment or Open Discourse: A Comparative Analysis of Students Interaction on Facebook Groups
Author: Singh, Lenandlar
Date: 2013-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Foreign Countries,Computer Science,Video Technology,Course Objectives,Comparative Analysis,Web Sites,Electronic Publishing,Social Networks,Web 2.0 Technologies,Higher Education,Information Transfer,Information Dissemination,Sharing Behavior,Computer Software,Interaction,Undergraduate Students,Undergraduate Study,Measures (Individuals),Questionnaires

Web 2.0 and specifically Social Networking Software have become ubiquitous tools for communication over the last five years. Across many disciplines, practitioners and researchers have been exploring these technologies with the hope of tapping into their perceived potential. Not least in this endeavor is the field of Education. Educators and Researchers have been engaged in active research on the practical and pedagogical benefits and implications of Web 2.0 and Social Networks. This paper explores the use of Facebook Groups in the Undergraduate Computer Science Program at the University of Guyana. Specifically, Guided Assessment strategies using Facebook Groups are compared with unguided and non-assessed Facebook Groups. Specifically, this study provides a comparative outline of the usage patterns of two (2) Instructor-Guided and Assessed Facebook Groups with three (3) student-led, nonassessed Facebook Groups that supported a form of Open Discourse. Results suggest that planned and guided, instructor-directed activities provide more focused responses from students compared to Open Discourse. However, information sharing and communication is common among both groups and in similar patterns. Particularly, students shared links, videos, and blogs with their colleagues. Planned activities are recommended for specific course objectives, while students should be encouraged to evaluate and share information among their peers. (Contains 1 table.)
Developing Effective Learning Material to Students with Hearing Impairment (HI) through ODL in Zimbabwe
Author: Mpofu, John
Date: 2013-01-00
Type: Journal Articles
Subjects: Learning Problems,Open Universities,Foreign Countries,Distance Education,Partial Hearing,Hearing Impairments,College Students,Special Needs Students,Instructional Materials,Disabilities,Qualitative Research,Case Studies

Students with Hearing Impairment (HI) are experiencing learning problems in most institutions of Higher Learning in Zimbabwe. Access to colleges and universities is limited and where they are accepted, there are no facilities to cater for their needs, hence there is need to develop learning materials that enable these students to learn effectively through Open Distance Learning(ODL) especially with Zimbabwe Open University(ZOU). The few hard of hearing students enrolled at Zimbabwe Open University and other Institutions of Higher learning have expressed difficulties in coping with their studies partly due to the fact that the learning materials used are tailor made for the mainstream form of education. The research will use a descriptive survey method to extract information from students with HI and find ways and solutions on how to develop effective learning materials through ODL in Zimbabwe. Questionnaires and Interviews of students with HI, and lecturers /teachers will be used to collect data.
Second Life as a Foreign Language Learning Environment: A Review of Research
Author: Aydin, Selami
Date: 2013-01-00
Type: Journal Articles
Subjects: Educational Environment,English (Second Language),Second Language Learning,Cooperation,Sharing Behavior,Learner Engagement,Student Participation,Foreign Countries,Computer Simulation,Social Systems,Internet

The purpose of this paper is to present a review of research on Second Life (SL) as a learning environment within English as a foreign language (EFL) context, as research on its use within EFL learning is relatively new. The study is categorized into four main sections. Introduction section introduces the rationale of the paper and SL. Next section reviews the studies on Second Life in EFL learning, and focuses on the effects of SL on affective states, interaction and communication in SL, collaborative and autonomous learning in SL, sharing culture in SL, engagement and participation in SL, some other issues and drawbacks. Third, the study compares SL usage in Turkish EFL context to its use in a global scale. Last, the study concludes that there has been a serious lack of research on the use of SL, as current literature reflects how SL might more readily be utilized as EFL learning environment. Finally, the study ends with recommendations for teachers and researchers.
The Impact of ICT in Learning through Distance Education Programmes at Zimbabwe Open University (ZOU): Roles of ICT in Learning through Distance Education Programmes
Author: Mpofu, John
Date: 2013-01-00
Type: Journal Articles
Subjects: Access to Computers,Educational Technology,Information Technology,Open Universities,Rural Areas,Foreign Countries,Distance Education,Internet,Urban Areas,Supplementary Reading Materials,Instructional Effectiveness,Enrollment,College Faculty,Comparative Analysis,Interviews,Student Surveys,Teacher Surveys,College Students

Zimbabwe Distance Open University is enrols students from both urban and rural settings. The majority of students living and working in rural areas have limited or no access to computers and electricity as a result the use of information and communication technology (ICT) in the learning process is very limited. Though government has realized the importance of developing ICT for learning purposes, in practice very little has materialized in the provision of the ICT technology especially in rural areas. The majority of Zimbabwe Open University students have expressed difficulties in coping with their studies partly due to lack of supplementary reading materials from internet. The research will use a descriptive survey method to extract information regarding use of ICT from students living in rural areas and those in urban areas. Observation on what actually takes place in the library and learning process will be highlighted by the researching team comprising three lecturers who all work for ZOU. A contrastive approach will be used to compare the performance of students with access to internet with those without access to internet. Interviews of ZOU students and lecturers will be used to collect data. (Contains 1 figure.)
Set of Criteria for Efficiency of the Process Forming the Answers to Multiple-Choice Test Items
Author: Rybanov, Alexander Aleksandrovich
Date: 2013-01-00
Type: Journal Articles
Subjects: Evaluation Criteria,Efficiency,Multiple Choice Tests,Test Items,Computer Assisted Testing,Accuracy,Electronic Learning,Distance Education,Selection,Time

Is offered the set of criteria for assessing efficiency of the process forming the answers to multiple-choice test items. To increase accuracy of computer-assisted testing results, it is suggested to assess dynamics of the process of forming the final answer using the following factors: loss of time factor and correct choice factor. The model application results show the high efficiency of suggested set of criteria. (Contains 8 figures and 1 table.)