ethanporcaro/eric-fulltext-meta huggingface dataset:
Conation: Cultivating the &quot;Will&quot; to Succeed among Middle and High School Students
Author: Riggs, Ernestine G.
Date: 2007-00-00
Type: Journal Articles
Subjects: Middle School Students,High School Students,Success,Student Motivation,Influences,Student Characteristics,Self Motivation,Incentives,Adolescents

A great deal of research has been conducted regarding extrinsic and intrinsic motivation and which concept has the most effective impact on the learning process. Teachers are constantly asking: &quot;How can I motivate my struggling or low achieving students to learn the essential skills and strategies they will need to be able to compete in this technological and global society?&quot; How do I get them &quot;to want to learn without the issuance of stickers, McDonalds' coupons, and pizza parties?&quot; Extrinsic motivation (external influence) is too frequently utilized to &quot;encourage&quot; students to learn. However, there is a growing body of research (&quot;conation&quot;) that demonstrates the power of intrinsic motivation or &quot;one's inner 'will',&quot; drive, determination, tenacity, and perseverance to want to learn. The &quot;will&quot; is an intangible place &quot;within&quot; each person that internally drives or compels one &quot;to want to learn&quot; for the personal value and self-satisfactory of learning. Conation creates change from within; this transformation has the potential of refocusing our paradigm regarding the impact and influence the &quot;will&quot; has in the process of teachers teaching and students learning.
Balancing Innovation with Tradition: Maintaining a Relevant College Music Curriculum
Author: Marcel, Linda A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Music,Music Education,Higher Education,Influence of Technology,Technological Advancement,Computers,Technological Literacy,Technology Uses in Education,Fine Arts,Teaching Methods,Musical Composition,Computer Assisted Instruction

The paper considers the innovations and impacts of technology on the fine arts. It explores the effect of technology on how music is taught, studied, performed and created. There is a brief historical account of the recent advances in personal computers, MIDI, synthesizers and music software. The standard of technology competency, set by the National Association of Schools of Music (NASM) is discussed. Other points of information include technology as a catalyst for institutional collaboration. Also considered are ways in which technology supports problem based and collaborative learning methods.
Paradigm Shifts That Nurture Improved Middle School Reading Instruction
Author: Podsiadlik, Edward
Date: 2007-00-00
Type: Journal Articles
Subjects: Reading Instruction,Teaching Methods,Urban Schools,At Risk Students,Poverty,English Language Learners,Educational Innovation,Faculty Development,Accountability,Coaching (Performance),Change Strategies,Middle School Teachers,Instructional Leadership,Reading Programs,Reading Materials,Figurative Language,Critical Thinking

In order to achieve middle school literacy success over time in an urban school district with a high poverty rate and a growing population of English language learners (ELLs), the Chicago Public School (CPS) System has adopted a pedagogical strategy that relies on instruction that is data-driven (formative and summative), standards-based (utilizing state board of education standards and performance descriptors), and classics-rich. This presentation elaborates on these three components as they have evolved over the past five years resulting in system-wide literacy improvement. Major elements of this literacy reform include: innovative systems of instruction, professional development modules, systems of accountability, and the implementation of a comprehensive coaching network. The implications of this major literacy reform movement have impacted teachers and their individual classrooms, principals and their learning communities, and regional instruction officers and their comprehensive network of schools. In this way, the entire middle school network of teaching and learning in Chicago Public Schools has experienced steady growth over time. Consequently, as this literacy movement enters its sixth year, a paradigm shift is taking place in which &quot;instructional&quot; leadership is becoming the priority. In this way, the commitment to sustain middle school reading improvement and innovation is growing within a meaningful structure rooted in research, accountability, and high standards.
Achieving Student Success in a Regional Public Alternative School Setting through a Consequence-Based Model
Author: Burkholder, Sue M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Nontraditional Education,Public Schools,Regional Schools,Middle School Students,High School Students,At Risk Students,Program Development,Decision Making,Intervention,Attachment Behavior,Psychological Patterns,Self Control,Student Behavior

Genesis Alternative School is a regional, public alternative school setting for middle and high school students from four participating school divisions. It serves 1 rural county school division and 3 small city school divisions. Students are placed at Genesis for disciplinary reasons. Genesis is unique among alternative schools in Virginia because of the nature of it's therapeutic program (a project director with a school psychology background and a full time clinical psychologist), the variety of outcome options for students (regular education credits, special education diplomas, GED program, cooperative vocational training at a nearby facility, work-release program), and the staff training model (consensus decision-making, extensive psychological staff training). This program has worked with over 1000 students over the past 10 years with 62 seniors completing their high school experience at Genesis with a high school diploma. An additional 75 students have earned their GED while enrolled. This is a dynamic, &quot;in-the-moment&quot; program which directly addresses social decision-making, personal responsibility for choices and consequences, as well as academic preparation for program completion.
Diversity: The Windows of Opportunity in Overcoming the Academic Achievement Gap between African-American and White Students and in Overcoming Racially Discriminatory Myths of African American Students in Public Education
Author: McLauchlin, Vera Ann
Date: 2007-00-00
Type: Journal Articles
Subjects: African American Students,White Students,Achievement Gap,Racial Differences,Racial Discrimination,Misconceptions,Public Education,Equal Education,Racial Bias,Social Attitudes,Change,Attitude Change,African American Culture,Low Achievement,Disproportionate Representation,Socioeconomic Influences,Geographic Location

The &quot;Brown v. Board of Education&quot; decision of 1954 legally authorized equitable academic conditions and access for African-American students in the United States' public school systems. However, in actuality, Brown did not lead to substantial &quot;de facto&quot; changes in equity and access. The American public education system continues to confront wide disparity in the achievement of African-American students and their White counterparts due to racial discrimination. The disparity, commonly referred to as the academic achievement gap, has also given way to the emergence of racist education myths, such as: a) African-American students innately cannot learn; b) African-American students are incapable of competing academically with their White counterparts; and c) the academic achievement gap between the African-American and White student population is irreducible. In order to dispel these racially discriminatory myths, a new paradigm shift in public education in America must take place. This paradigm shift includes the immersion of diversity within both curricula and school policy. Such a shift would transform the predominantly one-culture curricula that is so detrimental to the academic achievement of African-American and other non-White students in an otherwise ethnically and racially diverse student population in the United States.
Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?
Author: Tang, Chun Meng
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Media Literacy,Technology Uses in Education,Technology Integration,Electronic Learning,Online Courses,Blended Learning,Teaching Methods,Least Squares Statistics,Higher Education,Factor Analysis,Statistical Analysis,Synchronous Communication,Instructional Effectiveness,Educational Technology,Information Technology,Influence of Technology,Computer Uses in Education,Integrated Learning Systems,Management Systems,College Students,Academic Achievement,Comparative Analysis,Foreign Countries,Questionnaires,Likert Scales

Blended learning has propelled into mainstream education in recent years with the help of digital technology. Commonly available digital devices and the Internet have made access to learning resources such as learning management systems, online libraries, digital media, etc. convenient and flexible for both lecturers and students. Beyond the physical classroom walls, learning can still continue at another place and time. However, although today's students generally face no difficulties in using technology for everyday social and entertainment activities, it would be constructive to understand if the students can make effective use of technology for learning as well. It has been posited that to make effective use of technology for learning, one needs to have a certain level of digital literacy. Digital literacy for learning is more than just knowing how to operate the technology, but also having the right information management and critical thinking skills, as well as proper online behaviours. This study aims to answer the question: Do students require digital literacy to be effective in learning in a blended learning environment? To answer this question, this study examined the relationships between effective learning and four digital literacy constructs; i.e. underpinnings, background knowledge, central competencies, and attitudes and perspectives. Responses were first collected from the students who were taking courses in a blended learning environment at a local university and then analysed using partial least squares. Analyses show that the four digital literacy constructs could be reduced to three, and the three digital literacy constructs each had a statistically significant relationship with the effective learning construct. This study provides evidence that digital literacy is a prerequisite for students to be effective in learning in a blended learning environment.
Bring Your Own Device to Secondary School: The Perceptions of Teachers, Students and Parents
Author: Parsons, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Handheld Devices,Teacher Attitudes,Parent Attitudes,Student Attitudes,Secondary School Students,Foreign Countries,Parent Surveys,Teacher Surveys,Student Surveys,Telecommunications,Educational Technology,Laptop Computers,Interviews,Observation,Workshops,Technological Advancement,Technology Integration,Outcomes of Education,Stakeholders,Online Surveys,Questioning Techniques,Qualitative Research,Statistical Analysis

This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main stakeholders in the transformation to a BYOD school. In this paper we analyse data gathered from these surveys, which consists primarily of qualitative data from free text questions, but also includes some quantitative data from structured questions, giving insights into the challenges faced by teachers, students and parents in moving to a BYOD classroom, and the potential benefits for teaching and learning, and preparing students for a digital world. We frame our analysis from a sociocultural perspective that takes account of structures, agency and cultural practices and the interactions between these domains. Thematic analysis was performed by considering these domains from the responses of the three stakeholder groups. We found that there were some tensions in these domain relationships, with contexts and practices having to be renegotiated as the BYOD classroom and the structures within which it operates have evolved. On the surface, it appears that many of the changes to cultural practice are substitution or augmentation of previous activities, for example using one-to-one devices for researching and presenting material. However, when we look deeper, it is evident that apparently straightforward adoption of digital media is having a more profound impact on structure and agency within the classroom. While the structural impact of digital infrastructures does raise some concerns from all stakeholders, it is clear that it is the curricular structure that is the most contentious area of debate, given its impact on both agency and cultural practice. While the majority of respondents reported positive changes in classroom management and learning, there were nevertheless some concerns about the radical nature of the change to BYOD, though very rarely from teachers. If there is an area where agency may be most problematic, it is in the responses of parents, who may feel increasingly alienated from their children's learning activities if their own digital skills are lacking. These findings will be of interest to anyone who is engaged in BYOD projects, particularly those who are planning such initiatives or in the early stages of implementation.
Montessori vs. Traditional Education in the Public Sector: Seeking Appropriate Comparisons of Academic Achievement
Author: Manner, Jane Carol
Date: 2007-00-00
Type: Journal Articles
Subjects: Academic Achievement,Comparative Analysis,Montessori Method,Conventional Instruction,Public Sector,Accountability,Standardized Tests,Achievement Tests,Public Policy,Elementary School Students,Public Schools,Statistical Analysis,Montessori Schools,Teaching Methods,Scores

Recent years have provided an interest on the part of public school systems regarding Montessori as an educational choice, often as a magnet school option. &quot;No Child Left Behind&quot; legislation emphasizes the social and learning needs of individual children as well as a national spirit of accountability for academic achievement, and the public sector is making a comprehensive examination of curriculum delivery systems which can provide benefits for all learners in quantifiable ways, most often in the form of standardized test scores which demonstrate improved student achievement. This study examines the relationship of public Montessori education expressed as Stanford Achievement Test scores in reading and math in comparison with similar scores for students in traditional programs, using a within subjects, matched pairs design of repeated measures over a three year period. Math scores for the groups were not observed to be significantly different, although, following the initial observation, the Montessori group continued to produce increasingly higher mean scores than the traditional students. Marginal significance between the groups suggests that the data analysis should continue to elucidate a possible trend toward significance. Reading scores for the groups demonstrated significant differences, and in the second and third years of the study, Montessori students produced means which consistently outperformed the traditional group.
The Future of Vouchers as Educational Reform, Political Strategy, Economic Solution, and Public Policy in the United States
Author: Sullivan Brown, Kathleen
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Trends,Educational Vouchers,Educational Change,Politics of Education,Educational Policy,Public Policy,Public Schools,Public Education,Educational Legislation,Federal Legislation,Educational Quality

This paper examines the burden of vouchers to be all things to all constituencies. Proponents and opponents envision vouchers as accomplishing many objectives. To some, vouchers represent an educational reform that brings change to public schools and saves children from monopolistic bureaucrats. To others, they signify a threat to the very foundations of democratic schools. Vouchers also symbolize a political strategy that appeals to odd bedfellows, both conservative and liberal. Friedman's original notion of vouchers construed them as an economic solution, a fundamental market technique to introduce competition and increase quality. Finally, vouchers create an illusion of a quick and easy public policy for school reform. Persistent controversy surrounding vouchers in the U.S. and the difficulty of measuring their impact in policy research stem, in part, from these multiple roles that vouchers play in the minds of adherents and adversaries. Research data, court rulings, media reports, and proposed legislation are used to consider the many ways in which vouchers have evolved into this hydra of public policy. Further, the paper will identify limitations for the usefulness of vouchers in the future of U.S. public education.
Usability of a Virtual Learning Environment Concerning Safety at Work
Author: Ihamäki, Heli
Date: 2004-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Safety,Work Environment,Occupational Safety and Health,Foreign Countries,Usability,Electronic Learning,Engineering Education,Teaching Methods,Technology Uses in Education,Tests,Evaluation,Computer Interfaces,Interviews,Stakeholders,Computer Uses in Education,Questionnaires

Most of the Virtual Learning Environment (VLE) design methods focus on producing content for a VLE. However, usability of the VLE is also of great importance. Several potential usability problems have been reported in recent e-learning conferences. These problems could have been avoided by applying usability engineering methods before the VLE was taken into use. This paper describes usability engineering methods used to ensure the usability of Virtu, a virtual learning environment (VLE) concerning safety at work. The results of using each method are summarized and as a conclusion, some general VLE design guidelines are listed to help others in VLE design.
Creating a Global Consciousness by Embracing a World of Women: A Pedagogical Strategy Dedicated to Regaining the Momentum for Women's Rights
Author: Edmonds, Regina M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Feminism,Gender Issues,Educational Strategies,Females,Civil Rights,Social Justice,College Students,Sex Fairness,Teaching Methods,Barriers,Global Approach,Consciousness Raising

If we are to regain some of the energy which characterized the Women's Movement during its earliest years and again during the 1960's and 1970's, we must endeavor to raise awareness among young people about the work for social justice that remains undone and we must find ways to inspire them to re-embrace activism and to develop, what Smyser (2003) calls, &quot;the humanitarian conscience.&quot; This task has become increasingly difficult in our current American culture, which strongly promotes the idea that equal opportunity exists for all and that those who fall behind do so primarily because they will not work hard and have made poor personal choices. Paradoxically, most of the young people who have the skills and freedom to effectively advocate for social justice and gender equality are those who have suffered relatively little oppression themselves and whose life experiences thus far have affirmed the proposition that hard work does yield the promised fruits. Given these realities, a large proportion of college age women do not identify themselves as feminists and they frequently argue that the problems addressed by the Women's Movement essentially have been solved. Although this mind set clearly challenges efforts to regain the momentum for women's rights, it also provides us, as educators, with the challenge of developing new strategies to engage young women in the struggle for equality and social justice. Accordingly, this paper describes efforts to develop a pedagogy based on the idea that teaching young women about the obstacles to equality that still exist around the world will broaden their awareness of the work still undone, will generate a spirit of solidarity with women everywhere, will capture their youthful energy, and will infuse new momentum into the quest for women's rights.
Teaching Scientific/Academic Writing in the Digital Age
Author: Peretz, Arna
Date: 2005-00-00
Type: Journal Articles
Subjects: Teaching Methods,Academic Discourse,Information Technology,Electronic Learning,English (Second Language),Second Language Learning,Asynchronous Communication,Higher Education,Foreign Countries,Technical Writing,Writing Instruction,Writing (Composition),Graduate Study,Blended Learning,Technology Uses in Education,Technology Integration,Computer Mediated Communication,Writing Processes,Graduate Students,Language Tests,Foreign Students,Writing Assignments,Student Evaluation,Electronic Mail,Visual Aids,Computer Software

This paper describes a graduate-level scientific/academic writing course for non-native speakers (NNS) of English at Ben-Gurion University of the Negev (BGU), Israel, which is taught in a technology-enhanced or blended learning environment. The use and integration of electronic discourses, such as email and Powerpoint, on-screen marking techniques, and submission of written assignments and writing consultancies by email, and asynchronous online discussion forums are described. Features of the HighLearn course-supporting WEB site, which enable the integration of discussion forums into the writing course, are explained. Results of teacher-initiated student evaluations and advantages and dilemmas of teaching scientific/academic writing in the digital age are discussed. The paper concludes with recommendations for future research and suggestions for the further integration of ICT in the scientific/academic writing course.
Common Trends in U.S. Women College President Issues
Author: Caton, Marcia T.
Date: 2007-00-00
Type: Journal Articles
Subjects: College Presidents,Women Administrators,Trend Analysis,Qualitative Research,Statistical Analysis,Gender Differences,Leadership Qualities,Interprofessional Relationship,Institutional Characteristics,Administrator Surveys,Phenomenology,Questionnaires,Administrator Attitudes,Credibility,Governing Boards,Social Networks,Social Isolation

This study documented the experiences of women college presidents in associate, baccalaureate, masters and doctoral institutions in the United States. Using the quantitative and qualitative methods, the researcher looked at the women college presidents' perceptions on how gender affects leadership abilities, professional relationships, and personal characteristics. Participants surveyed included 46 women presidents from different institutions of higher education. The quantitative data were analyzed using the t-test. During the qualitative analysis of the data, the responses from the survey were reduced to categories. Following this, relationships that existed among the categories were established, and themes were developed. The themed highlighted the meanings that woven through the narratives. The data indicated that women presidents experienced discrimination and sexism in some colleges/universities. The researcher proposes that the oppositional discourse of masculine versus feminine leadership is outdated and calls for a new conversation on the appropriate characteristics for effective leadership.