ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perception of Students and Teachers on the Integration Programme of Students with Visual Impairment in Secondary Schools: A Case of Ainamoi Sub County, Kericho County, Kenya
Author: Korir, Bornes Chepngetich
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Impairments,Blindness,Secondary School Students,Teacher Attitudes,Student Attitudes,Attitude Measures,Case Studies,Questionnaires,Focus Groups,Documentation,Content Analysis,Qualitative Research,Statistical Analysis,Barriers,Inclusion,Mainstreaming,Teacher Competencies,Secondary School Teachers,Likert Scales

The significance of blindness for a child's development depends on many variable factors. A blind child who does not suffer from additional disabilities, who is well cared for by parents and is helped to compensate for his sensory loss is able to develop very much as others do. Different people have different perceptions on disability and for this case visual impairment. This study sought to establish the perception of students and teachers on the integration programme of students with visual impairment in secondary schools. The study was carried out in Ainamoi sub county, Kericho County, Kenya. A case study design method was used. The data collecting techniques included questionnaires, focus group discussion and document analysis. A total of 200 respondents participated in the study and data was analyzed using both qualitative and quantitative methods. The findings revealed that majority of the students had a positive perception of the policy of integration. This is attributed to the fact that some visually impaired students actually excel in class far much better than their sighted peers. However, those who negated this view cited a number of challenges that are experienced by the visually impaired students. Nonetheless, the teachers differ significantly with the student perception and attitudes towards the policy of integration. The reasons given are enormous and it emanates right from the fact that majority of them had not only been sensitized but that they do not have the required skills to handle the students who are visually impaired.
Rebels in the Classroom: Creativity and Risk-Taking in Honors Pedagogy
Author: Wintrol, Kate
Date: 2013-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Creativity,Risk,College Students,Critical Thinking,Teaching Methods,Assignments,Research Papers (Students),Instructional Design,Student Improvement

The authors of this article write that, as college teachers, they continue to confront their own timidity, and fear of risk. They have had to ask themselves when, in lip service to academic rigor, they are just taking the safe way out. They say that they worry at times while admonishing students to think for themselves, come up with new ideas, and take intellectual risks if they have failed both in the design of their assignments, and in their assignment methods. Over the past few years, the two of them have experimented, played, and tried to push themselves away from their comfort zones to challenge themselves and their students in new ways. In the two sections presented here, these two authors discuss their attempts to encourage honors college students to take risks and to engage with course material in creative ways that develop their critical thinking skills. Kate Wintrol discusses her struggles in an introductory survey course to design creative assignments, that encourage critical thinking while Maria Jerinic analyzes her efforts in an upper-level seminar to encourage students to produce creative products that deviate from standard academic research assignments. They offer experiences in response to the public conversation surrounding the nature of U.S. education at all levels.
Suburban District Leadership Does Matter
Author: Thompson, Eustace
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Improvement,School Administration,Principals,School District Size,School District Wealth,Superintendents,Central Office Administrators,Questionnaires,Online Surveys,Student Characteristics,Student Diversity,Financial Support,Suburban Schools,Urban Schools,Leadership,Leadership Effectiveness,Leadership Styles,Supervisor Supervisee Relationship

The increased demand for educational reform and accountability has resulted in a renewed focus on the relationship between building leaders and district leaders, particularly on how district leaders can support principals to ensure the academic success of students. The No Child Left Behind Act of 2001 (NCLB) and Race to the Top (RttT) legislations hold both schools and districts accountable for setting high standards and establishing measurable goals that will improve school achievement. However NCLB, as noted by Marsh &amp; Robin (2006), failed to outline the strategies for building and district level leaders, &quot;instead leaving to the discretion of the school and district administrators the responsibility for identifying strategies that best fit their particular local context and address their specific needs&quot; (p.2). Therefore an essential role of district leaders is to make educational reform a reality by translating policies into improved school practices that enhance the leadership of principals (Bottoms &amp; Fry, 2009). While a majority of recent district leadership studies offer insight into practices that have worked toward meeting education reform and accountability expectations in urban school districts, there is limited research focused on district leadership in suburban districts. The question is whether these urban district leadership practices will work in suburban school districts. The purpose of this study is to examine whether successful urban research-based district leadership practices have applicability to suburban district leaders.
Is &quot;Effective&quot; the New &quot;Ineffective&quot;? A Crisis with the New York State Teacher Evaluation System
Author: Forman, Kenneth
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Effectiveness,Poverty,Attendance Patterns,Expenditure per Student,Academic Achievement,School Districts,Correlation,Language Arts,Mathematics,Educational Assessment,Trend Analysis,Educational Trends,Resource Allocation,Standardized Tests

The purpose of this study was to examine the relationship among New York State's APPR teacher evaluation system, poverty, attendance rates, per pupil spending, and academic achievement. The data from this study included reports on 110 school districts, over 30,000 educators and over 60,000 students from Nassau and Suffolk counties posted on the New York State Education Department's Data website. The results of this study showed that poverty had a strong negative correlation with performance on the New York State English Language Arts (ELA) and Mathematics assessments among students in grades 3-8. As poverty went up, performance on the State assessments went down. Poverty accounted for over 60 percent of the variance on student performance on both State assessments. The school districts' APPR teacher evaluation ratings had weak to conflicting correlations with student achievement. The school districts' percent of teachers rated &quot;highly effective&quot; had a positive correlation with student achievement. However, the strength of the relationship was weak, accounting for only 12.53 and 10.76 percent of the variance on student success on the English Language Arts and Mathematics examinations respectively. The school districts' percent of teachers rated &quot;effective&quot; had a negative correlation with student achievement. As the percent of teachers rated &quot;effective&quot; went up, student performance on the State assessments went down. The implications of this study suggested that legislators, State education departments, and school districts would better serve students by allocating recourses toward programs that alleviate the detrimental effects that poverty has on academic achievement.
Honors in Honduras: Engaged Learning in Action
Author: Folds-Bennett, Trisha
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Honors Curriculum,Critical Thinking,Values,Holistic Approach,Experiential Learning,Undergraduate Students,Student Participation,School Community Programs,Youth Programs,Surveys,Cultural Awareness,Global Approach

A significant challenge in honors education is providing experiences through which students deeply engage ideas and content so that their analytical abilities and core beliefs and values are transformed. The College of Charleston Honors College aimed to stimulate critical thinking and examination of core values through a more holistic approach to education. Community-based learning, collaborative assignments, and global learning were primary components in the college's pilot program during spring 2012. The program involved an experientially-based course that included a travel component to Honduras. While there, the students executed a project plan that had been developed during the course. This article describes the program's structure and logistics, course focus and content, community and global engagement, as well as an evaluation of what worked in the program and why.
Doctoral Assistants = Critical Friends: A Simple yet Complex Equation
Author: Hay, John
Date: 2015-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Graduate Students,Teaching Assistants,Volunteers,Student Volunteers,Trust (Psychology),Helping Relationship,Program Descriptions,Program Effectiveness

The Carnegie Project on the Education Doctorate (CPED) encourages doctoral candidates volunteering in order to give back and continue their relationship with the university after completing their dissertation. Volunteering can take on many forms, from acting as doctoral assistants to performing the role of critical friends on future doctoral students' dissertations. The third guiding principle of CPED's doctorate in education provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships (Perry &amp; Imig, 2010; Zambo, Buss &amp; Zambo, 2013). The authors of this article look at the process of how six doctoral candidates who successfully defended their dissertation provide guidance for two up-and-coming cohorts of doctoral students as they began their first dissertation class at a south Florida university. The first dissertation class occurred during a weeklong Summer Institute. The authors address the process, the experiences and the benefits perceived by the doctoral candidates as a result of mentoring the doctoral students.
Creating Opportunities for Peer Leadership in Honors Education
Author: Leichliter, Marie E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,Mentors,Tutors,Student Leadership

Honors educators are privileged to work with exceptional students who are also some of the most engaged and motivated students on campus. These students often seek opportunities within their honors experience to study abroad, join community service organizations, conduct research, participate in internships, and develop their leadership skills. The West Virginia University Honors College has developed several models for developing such experiences. This article describes some of those models in the hope that other honors educators may find them useful.
Engaging Honors Students through Newspaper Blackout Poetry
Author: Ladenheim, Melissa
Date: 2014-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Poetry,Teaching Methods,Newspapers,Creative Teaching,Writing Assignments,Language Usage,Printed Materials,College Students

This article describes the author's attempt to convince her students that poetry can be &quot;their thing,&quot; and also show them how much it can shape the way they think about the world and their place in it. In this article Melissa Ladenheim describes the technique known as &quot;newspaper blackout&quot; poetry. The exciting thing about this technique is that by destroying writing, you create new writing to express your own personal vision. Any newspaper article will work as, in fact, will any piece of writing. The point is that you have only the words, letters, punctuation, and spaces in the chosen piece to work with. With the selected newspaper article, a permanent marker, and a charge to create a poem on love, with no particular kind of love specified, students went to work. The results were a range of poems with a range of quality. More importantly, though, what emerged from the exercise was a pattern in the words chosen by the students. Like critical thinking, newspaper blackout poetry is a process of revelation, an uncovering of meaning. Pedagogically, blackout poetry makes students active participants in the construction of knowledge and understanding, one of the core objectives of honors education (Slavin 16); the honors classroom then becomes a model for &quot;taking intellectual risks&quot; (15) that build analytical skills and critical knowledge transferable to other course work.
An Honors Interdisciplinary Community-Based Research Course
Author: Dunbar, David
Date: 2013-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Interdisciplinary Approach,Service Learning,Undergraduate Students,Majors (Students),Psychology,Biology,Student Research,School Community Relationship,Community Cooperation,Research Design,Team Teaching,Experiential Learning,Environmental Education,Focus Groups,Feedback (Response),Educational Benefits

This article describes how two faculty members at Cabrini College--one from biology and the other from psychology--incorporated interdisciplinary community-based research in an honors course on environmental watershed issues. The course, Environmental Psychology, was team-taught in partnership with a local watershed organization, the Valley Creek Restoration Partnership (VCRP) in such a way that the students could see first-hand the interdisciplinary nature of many community-based research (CBR) projects. The study of watersheds is necessarily an interdisciplinary endeavor, requiring an understanding of natural, social, and behavioral sciences. Additionally, since both faculty were working with the same community partner, they anticipated that they would be able to align and integrate their research designs more closely with one another when team-teaching an interdisciplinary CBR course. The interdisciplinary CBR course exposed more students at Cabrini College to an experiential learning opportunity. The course was open to students in any major and at any level in the Cabrini College Honors Program. The design, implementation, and assessment of the course can serve as a roadmap for others considering teaching an interdisciplinary CBR course in honors, including details about the collaboration between faculty from different disciplines with a community partner, student focus group data on course learning outcomes, the impact of an honors interdisciplinary CBR project from a community partner perspective, and the expansion of the honors model into an institution's general education requirements for all students.
The Effectiveness of Local Culture-Based Mathematical Heuristic-KR Learning towards Enhancing Student's Creative Thinking Skill
Author: Tandiseru, Selvi Rajuaty
Date: 2015-00-00
Type: Journal Articles
Subjects: Heuristics,Statistical Analysis,Creative Thinking,Thinking Skills,Skill Development,Mathematics Instruction,Models,High School Students,Sampling,Mathematics Tests,School Districts,Teaching Methods,Foreign Countries

The problem in this research is the lack of creative thinking skills of students. One of the learning models that is expected to enhance student's creative thinking skill is the local culture-based mathematical heuristic-KR learning model (LC-BMHLM). Heuristic-KR is a learning model which was introduced by Krulik and Rudnick (1995) that is the development of Polya's heuristic. This research aims to know the effectiveness of the LC-BMHLM model in enhancing creative thinking skills of students. The population in this research were students in a senior high school in Rantepao District with a sample size of 72 students. The sampling technique was cluster random sampling. Schools selected as a sample assigned one class as a class experiment who got LC-BMHLM model and one more class as a control class who got regular learning. The instruments used were the prior mathematical knowledge (PMK) test, and the creative thinking skills test (CTS). The data was analyzed using t-test, Mann-Whitney test, and two-way ANOVA. The results of this research show that LC-BMHLM model was effective in enhancing students' creative thinking skills. Students who have a high value of PMK have a high CTS, students who have middle and low PMK have a middle CTS, though both are classified as middle, but the post test average of those who have middle PMK are better than students who have low PMK.
Merit Goods, Education Public Policy--India at Cross Roads
Author: Misra, Satya Narayan
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Public Policy,Human Capital,Resource Allocation,Economic Development,Comparative Analysis,Comparative Education,Unemployment,Employment Statistics,Employment Level,Disadvantaged,Social Justice,Change Strategies,Knowledge Economy,Investment,Research and Development,Partnerships in Education,Educational Benefits

Merit Goods have always received handsome attention and allocation from countries which have witnessed a congruence between high significant economic growth and Human Development Index (HDI). The Emerging Market Economies (EMEs) have become significant manufacturing hubs by universalizing education and improving their Incremental Capital Output Ratio (ICOR). Allocational priority to sectors like education, health and sanitation and their easy accessibility and affordability to people Below Poverty Line (BPL) hold the key to inclusive growth. The paper brings out how our poor development records in terms of Infant Mortality Rate (IMR), Maternal Mortality Rate (MMR), and Gini Coefficient can be substantially mitigated by better allocational commitment, high Research &amp; Development, allocation, improvement in factor productivity and global collaboration.
Assessment of School Factors Related to Academic Achievement in Mathematics among Secondary School Students of Masaba South Sub County, Kenya
Author: Onderi, Peter Omae
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Achievement,Institutional Characteristics,Secondary School Students,Mathematics Achievement,Correlation,Predictor Variables,Principals,Mathematics Teachers,Mathematics Tests,Questionnaires,Interviews,Qualitative Research,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Performance Factors,Achievement Need,Foreign Countries

Performance in mathematics in Masaba Sub-County, Kenya has been poor for many years. In 2010 the mean score was 3.2282, while in 2011 it had a mean score of 3.9528 and in 2012 it had a mean of 4.0660 which is far below the maximum mean of 12.00. The purpose of this study was to assess factors related to academic achievement in mathematics in Masaba South Sub County. The research objective of the study was to: establish the relationship between school factors and academic achievement in mathematics. Students of Masaba South Sub County miss out in joining lucrative careers because of persistent poor performance in mathematics. Masaba was chosen because no similar study has been done there and performance in mathematics has been poor compared to other sub counties. The research employed correlation design in which the dependent variable was academic achievement in mathematics and the independent variables were school factors. A conceptual framework was used to show the interaction between the dependent variables and independent variables. The population used was 40 schools in Masaba South Sub County, 4000 students and 40 Principals. Saturated and stratified sampling techniques was used to select 6 school Principals, 6 mathematics teachers and 400 students in secondary schools in Masaba South Sub County, Kenya. Student questionnaire, mathematics test, document analysis guide, and interview schedules for head teachers were used to collect data. Qualitative data was analyzed using Thematic Analysis by coding and identifying themes per response. Cross tabulation of responses and calculation of percentages was done for quantitative data using statistical packages for social sciences version 20.0. Reliability of the instruments was established through piloting of the instruments. Validity of instruments was established through discussion with experts from Jaramogi Oginga Odinga University of Science and Technology school of education. The study might be useful to the ministry of education in improving the education system. The study found that poor performance in mathematics was due to, lack of mathematics policy in Masaba South Sub County schools. Based on the results a model was developed to guide appropriate relationships between the variables that influence performance in mathematics. The researcher recommended that schools should set up mathematics policies in their schools and guide students on mathematics issues.
How Colours Are Semantically Construed in the Arabic and English Culture: A Comparative Study
Author: Hasan, Amna A.
Date: 2011-09-00
Type: Journal Articles
Subjects: Semitic Languages,Color,Semantics,English,Contrastive Linguistics,Language Research,Psycholinguistics,Classification,Cognitive Processes,Cultural Differences

Most works in cognitive semantics have been focusing on the manner, in which an individual behaves--be it the mind, brain, or even computers, which process various kinds of information. Among humans, in particular, social life is richly cultured. Sociality and culture are made possible by cognitive studies; they provide specific inputs to cognitive processes (Wilson &amp; Keil, 1999). The current work focussed on the use of colours as a term throughout the Arabic and English culture. In fact, one colour may imply different meanings at the same place, and this makes us ponder on how colours are construed in cross cultural diversity? In this vein, the current work referred to the etymological meaning of the colour terms, and provided six basic Arabic colour terms and cross to six English colour terms. Using the cognitive cultural categorization for each colour term, three different meanings were identified--basic meaning, extended meaning and additional meaning. &quot;Basic meaning&quot; refers to the original meaning of the colour term, whereas &quot;extended meaning&quot; refers to the meaning extended from the original meaning throughout human experience and &quot;additional meaning&quot; refers to the meaning which has been further abstracted from the extended meaning. Thus, the aim of this work was to show how meanings of colours are identified in the different cultures of Arabic and English, and in the way whereby both languages are relevant and different for each colour term.