ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring the Cool Tool as a Targeted Intervention to Minimize Teacher Reprimands and Students&apos; On-Task Behaviors in an Urban Elementary School
Author: Utley, Cheryl A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Urban Schools,Intervention,Interpersonal Competence,Discipline,Punishment,Behavior Problems,Positive Behavior Supports,Positive Reinforcement,Pretests Posttests,Classroom Observation Techniques,Teacher Student Relationship,Program Implementation,Program Effectiveness,Behavior Change,Student Improvement,Check Lists

This study measured the effects of a targeted intervention, The Cool Tool, implemented in the secondary prevention tier to minimize teacher reprimands and students' on-task behaviors in an urban elementary school. The participants in the social skills intervention programs were seven teachers, across grades K-5. Assessments included pre-posttest classroom observations to measure teacher praise versus reprimand and students' on versus off task behaviors. Data on the effects of the social skills program showed that teachers did not increase their rates of praise statements toward students, however, levels of students' on task behaviors increased following the implementation of a social skill program.
The Impact of Schoolwide Prevention Efforts: Lessons Learned from Implementing Independent Academic and Behavior Support Systems
Author: Harn, Beth
Date: 2015-00-00
Type: Journal Articles
Subjects: Behavior Modification,Positive Behavior Supports,Intervention,Response to Intervention,Longitudinal Studies,At Risk Students,Grade 1,Elementary School Students,Reading Difficulties,School Districts,Emergent Literacy,Reading Tests,Reading Fluency,Phonemes,Reading Skills,Phonological Awareness,Teaching Methods,Student Needs,Reading Instruction,Alignment (Education),Grade 3,Grade 2,Student Characteristics,Kindergarten,Grade 4,Institutional Characteristics

Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading difficulties until the end of third grade. Interventions are described along with outcomes following students across this time including data on students' progress across each year and information on how many continued to need instructional supports. The paper finishes with a discussion on students continuing to demonstrate significant reading difficulties even after this level of intensive support. Lessons learned and reflections are provided on how these efforts may have been improved through more coordinated academic and behavioral supports with implications for implementing Multi-tiered Systems of Support (MTSS).
SCOLT History 1990s-2012
Author: McClendon, Lynne
Date: 2015-00-00
Type: Journal Articles
Subjects: Professional Associations,Educational History,Second Language Instruction,Educational Change,Academic Standards,Accountability,Language Proficiency,Educational Practices,Advocacy,Institutional Role,Educational Legislation,Federal Legislation,Federal Programs,Federal Aid,Common Core State Standards

The Southern Conference on Language Teaching (SCOLT), like many other language-related organizations, flourishes in the context of periodic educational agendas and reforms, in turn, influenced by economic, political, and social ideologies of the time, and it is therefore instructive to revisit briefly the educational landscape of the previous two decades. In this article, former SCOLT Executive Director, Lynne McClendon, traces SCOLT's history from the 1990s when it witnessed an education movement defined by standards and accountability through the first decade of 2000s, when SCOLT was actively involved with promoting standards and proficiency-based practices as well as developing the role of advocacy for foreign language education.
Challenges of Formulation of Strategic Plans in Secondary Schools in Kenya: A Case of Mombasa County and Its Environs
Author: Nyagah, Agnes S. M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Strategic Planning,Secondary Education,Secondary Schools,Leadership,Training,Resource Allocation,Educational Policy,Administrator Qualifications,Leadership Qualities,Professional Development,Financial Support,Principals,Administrator Role

The study is aimed at analyzing the factors that affect formulation of strategic plans in secondary schools in Mombasa County and its environs. The study looks at various variables namely leadership, training, resources allocation and education policy frameworks as the main challenges. The paper concludes that the above variables to a large extent affect formulation of strategic plans in schools. Finally, the paper recommends that there is need to equip schools leaders with the necessary leadership skills, train all he stakeholders, allocate adequate funds to school and develop clear guidelines and create mechanism to monitor formulation of strategic plans in schools. As such he study reveals that the education offices should to play a major part in providing high end human resource that is critical in addressing the challenges of strategic plans formulation so as to be improve their competitiveness. Much more empirical research of this subject is also recommended.It is a desk study that relies on secondary information such as previous research and analysis of scholars, newspaper/magazines as well as journals and articles that are related to the subject.Strategic planning has become a common phenomenon in all business organizations, schools included. It has been defined by various scholars differently. A strategy is a set of activities or processes that an organization intends to use in order to achieve its set goals and aims (Pearce, 2009). Strategic planning and thinking involves making choices and decisions about the long-term future of an organization (Pearce, 2009). A strategic plan helps to provide direction and focus for all employees. Clive (2005) defines strategic planning as a setting out decisions and actions that result in the formulation and implementation of actions designed to achieve an organizations objectives. However, it has now become a major challenge amongst various secondary schools in Kenya.
Changing the Landscape of Learning: Critical Factors in Open and Distance Learning
Author: Oyeleke, Oluniyi
Date: 2015-00-00
Type: Journal Articles
Subjects: Open Education,Distance Education,Curriculum Development,Curriculum Design,Teaching Methods,Constructivism (Learning),Transformative Learning,Conventional Instruction,Learning Activities,Critical Thinking,Management Systems,Blended Learning

Technology is changing our world. The advancement in science and technology has propelled a drastic change in nature and structure of the modern world. Events that look weird or impossible years back are part of &quot;normal&quot; things in our contemporary world. Education has had its share of the paradigm shift in the anal of technological revolution. The paper discusses the adoption of open and distance education along the traditional face-to-face mode of educational delivery. The implication of this change in respect to curriculum development models, design and pedagogy and the role of instructors in open and distance education which are considered critical factors were analysed. The author propose that open and distance learning should be viewed from transformational perspective of improving teaching and learning through designing of relevant curriculum and implementation of constructive based pedagogy.
Assessment of Institutional and Personnel-Related Challenges Facing Educational Programme for the Mentally Challenged Persons at Kaimosi Special School, Kenya
Author: Mmbwanga, Daniel M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Special Schools,Foreign Countries,Surveys,Stress Variables,Faculty Workload,Program Evaluation,Questionnaires,Interviews,Caregiver Attitudes,Administrator Attitudes,Teacher Attitudes,Special Education,Resource Allocation,Educational Quality,Sampling,Job Satisfaction

The mentally challenged child (MC) can achieve a lot if the right environment and curriculum are designed for him/her. However, the realization of the desirable outcomes faces many challenges. The objective of the study was to examine institutional and personnel-related challenges facing education programs for the MC persons at Kaimosi Special School. The study adopted a descriptive survey design. The theoretical framework was based on Context, Input and Process Product Approach (CIPP) model of evaluation. Stratified sampling, purposive sampling and simple random sampling techniques were used to come up with the sample size. A total of 22 participants were selected comprising of one education officer, 3 administrators (2 male and 1 female), 8 teachers (5 female and 3 male) and 10 care givers. Questionnaires, interview schedules and document analysis were used to collect data. The study established that heavy workload, lack of motivation, poor staffing, high levels of stress, overcrowding in class, tiny classrooms, and inadequate resources were the most serious challenges facing Kaimosi Special School. It was recommended that the Special Education Department in the Ministry of Education should be strengthened with additional resources and trained personnel to handle issues of special education. There is need to engage all stakeholders in order to ensure that there are sustained efforts to provide quality programs for the mentally challenged.
Best Practices for Repositioning, towards Global Competitiveness in Academic Libraries of Privately-Owned Universities (ALPUS) in Nigeria
Author: Eghe-Ohenmwen, Aghama
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Libraries,Private Colleges,Best Practices,Global Approach,Competition,Access to Information,Library Services

Information is a bedrock of any developing society and that is the core purpose of university libraries. This enables staff and student to learn and teach students not just in theory but in practice. However, without well-established libraries the above role may not be implemented. Therefore, there is need for globally competitive libraries in academic institutions especially in privately-owned academic libraries were the cost of tuition is relatively high compared to federal and state owned universities. This is to ensure that lecturers gain access to relevant up-to-date information to teach students and for graduates to meet the demands of dynamic work environment.This paper seeks to examine the various bottlenecks in meeting the above by academic libraries of private owned universities and proffers the way forward.
Gender Influence on Job Satisfaction and Job Commitment among Colleges of Education Lecturers
Author: Tinu, Oladosu Christianah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Schools of Education,Gender Differences,Job Satisfaction,Work Attitudes,Questionnaires,Teacher Surveys

This study examines gender influence on job satisfaction and job commitment among Colleges of Education lecturers. The descriptive survey research design was adopted. The sample consisted of thirty male and thirty female lecturers from Osun State College of Education, Ila-Orangun. Questionnaire was the instrument used to collect data. Two null hypotheses were postulated and the data collected were analyzed using t-testing at 0.05 level of significant difference on job commitment among Colleges of Education lecturers based on gender. It was therefore recommended that equal employment opportunity should be given to both male and female lecturers.
Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level
Author: Malik, Sufiana Khatoon
Date: 2015-00-00
Type: Journal Articles
Subjects: Faculty Development,Program Effectiveness,College Faculty,Teacher Attitudes,State Universities,Teaching Methods,Instructional Innovation,Program Design,Reflective Teaching,Educational Quality,Foreign Countries,Questionnaires

The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level. The objectives of the study were: &quot;to assess university level teachers'&quot; opinion about effectiveness of professional development training with reference to quality teaching, to measure university level teachers' opinion about the effectiveness of the content applicability in classroom settings in taught professional development programs, to find out the effectiveness of professional development programs in leading to tackle with students related problems in classroom, to assess the effectiveness of professional development in introducing innovative teaching strategies. Data for the study was collected from teachers of Public Sector University. Major findings of the study were that university teachers were not satisfied with the effectiveness of content of professional development programs. The respondents were not satisfied with the professional development programs with reference to classroom related problems of students; follow-up of training, innovative teaching strategies and reflective practice aspects of professional development programs. On the basis of present study we recommended that the content of the professional development programs may be designed to address daily classroom problems of students, providing practical training in innovative teaching strategies, using innovative teaching strategies that are helpful in effective teaching and proper followup of every professional development program may be made mandatory through implementation of rules. In current era reflective practice is an important component of effective teaching. Therefore it is suggested that special programs may be design for training of university teachers in doing reflective practice. &quot;The result of the study may lead to redesigning of professional development courses of teachers.&quot;
High-Impact Recruiting: A Focus Group of Prospective Honors Students
Author: Rhea, David M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Undergraduate Students,State Universities,Student Recruitment,Focus Groups,Educational Practices,Program Development,Advisory Committees,Communities of Practice,Educational Benefits

In 2013-2014, the Governors State University (GSU) Honors Program was faced with a need to evolve from a two-year honors program serving juniors and seniors only to a four-year honors program. This need was born out of the university's transition to a four-year university in 2014-2015. This mandate led to some concerns that the author, the newly installed director of the program, needed to address. To address the concerns, the author worked with the director of recruitment and outreach. High-impact educational practices (Kuh) was used as a tool for recruitment, information gathering, university and honors program exposure, community development, and leadership development among prospective GSU honors students. Creation of a prospective honors student focus group allowed the GSU Honors Program to engage in multiple high-impact educational practices (HIPS) to give students a role in developing the honors program and to give them exposure to the faculty, staff, and university they would encounter as a cohort at GSU. The success of this focus group at GSU might serve as a model for other institutions whether they are expanding into a four-year institution or not. This article describes HIPS and the focus group that was assembled.
Theological Media Literacy Education and Hermeneutic Analysis of Soviet Audiovisual Anti-Religious Media Texts in Students' Classroom
Author: Fedorov, Alexander
Date: 2015-00-00
Type: Journal Articles
Subjects: Media Literacy,Hermeneutics,Mass Media,Nonprint Media,Cultural Influences,History,Comprehension,Comparative Analysis,Religion,Social Bias,Films,Foreign Countries

This article realized the Russian way of theological media education literacy and hermeneutic analysis of specific examples of Soviet anti-religious audiovisual media texts: a study of the process of interpretation of these media texts, cultural and historical factors influencing the views of the media agency/authors. The hermeneutic analysis suggests media text comprehension through comparison with historical, cultural tradition and reality; penetration of its logic; through comparison of media images in historical and cultural context by combining analysis of the structural, plot, ethical, ideological, iconographic/visual, media stereotypes and analysis of media text characters. An analysis of such audiovisual media texts, in our opinion, is particularly important for media literacy education in the training of future historians, culture, art historians, sociologists, linguists, theologians, psychologists and educators.
Against Teleology in an Honors Great Books Curriculum
Author: Harlan-Haughey, Sarah
Date: 2014-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Classics (Literature),Sequential Approach,Curriculum Development,Holistic Approach,Teaching Methods,Questioning Techniques,Assignments,Class Activities,Undergraduate Study

Chronologically presented courses that span centuries often catalyze unwitting buy-in to unexamined narratives of progress. While useful for helping students make connections between the human past, present, and future, Great Books honors curricula like the one used at the University of Maine have a few inherent problems that require careful navigation. Both students and faculty tend to discard--or misinterpret--the values, cultural products, and successes of older cultures in favor of newer ones. Instead of valuing the uniqueness of a foreign place and time, often emphasized is the transformation for the sake of narrative coherence in a program that needs focus to bring heterogeneous elements together. At times, such a curriculum seems to imply that previous civilizations came into being only to create modern culture as known, a fallacy that can have a negative impact on students' learning and the general tenor of cultural and historical sensitivity in an honors college. As an honors faculty member trained as a medievalist, the author has developed strategies for avoiding a teleological approach to the Great Books curriculum, offering several exercises and resources to help teachers and students avoid the pitfalls of an unexamined teleological approach. These curricular supplements and exercises call out implicit teleological narratives at important junctures, staging interventions in the linear process of thinking, learning, and teaching.
Assessing the Moral Relevance of Peace Education Contents in the Basic Education Social Studies Curricula for Effective Citizenship Participation in Nigeria
Author: Nwaubani, Okechukwu O,
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Studies,Content Analysis,Questionnaires,Foreign Countries,Surveys,Inservice Teacher Education,Teacher Attitudes,Educational Needs,Citizen Participation,Religious Factors,Course Content,Citizenship Education

Social studies is a core subject at the basic education level in Nigeria which has the potentials of inculcating functional knowledge and desirable morals into pupils for effective citizenship participation through peaceful coexistence. However, despite this positive trend, the moral significance of peace education contents of the subject seem not to have been adequately explored. This lacuna justified the need for this study which sought to find out the moral relevance of peace education contents in basic education social studies in Nigerian schools. The study adopted a descriptive survey design with content analysis bias. A sample of 200 social studies teachers undergoing in-service sandwich training were selected through stratified random sampling technique from states across the six geo-political zones of Nigeria. Three research questions guided the study. Similarly, two major instruments namely 10-item questionnaire titled &quot;Teachers' Awareness of the Moral Relevance of Peace Education Contents in Basic Education Social Studies Curriculum&quot; and content analysis of the same social studies curricula published by NERDC, a foremost Nigerian educational regulatory body were used for data collection. Data collected were analyzed with the use of arithmetic percentages. Findings of the study showed that majority of the teachers were not only aware of the moral relevance of peace education contents in basic education social studies curricula but were also of the opinion that the subject could be used to meet the moral and peace education needs of Nigerian pupils for the purpose of inclusion citizenship participation. It was also established that peace and moral education contents were adequately reflected in the basic education social studies curricula. These findings were exhaustively discussed with far-reaching recommendations on how to improve the teaching and learning of moral aspects of peace education contents through the basic education social studies curricula for effective promotion of inclusive citizenship participation in a multi-ethnic and religious society like Nigeria.
Scaffolding EFL Students' Writing through the Writing Process Approach
Author: Faraj, Avan Kamal Aziz
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pretests Posttests,Experimental Groups,Scaffolding (Teaching Technique),Teaching Methods,Prewriting,Writing Instruction,Writing Improvement,Writing Processes,Foreign Countries,Undergraduate Students,Revision (Written Composition),Editing,Writing Skills,Grammar,Outcomes of Education,Questionnaires

This research reports a study conducted at Koya University/English Language Department, and it aims at presenting the effect of scaffolding on EFL students' writing ability through the writing process. In this study, the students have taken the role of writers, so they need to follow the same steps that writers apply during their writing process. To this end, students start with writing process approach such as &quot;Prewriting&quot;, &quot;Drafting&quot;, &quot;Revising&quot;, &quot;Editing&quot;, and ended with &quot;Publishing&quot;. Students are provided with teacher scaffolding from the beginning until the end of writing process. Pre- and post-writing tasks are collected from the learners for both giving feedback and checking student's writing improvement. This study aims at investigating the effect of teacher's scaffolding with teaching writing process on improving students' writing skills. For this investigation, thirty second-year college students studying in the English Department, School of Languages, Koya University were selected to be subjects of this study. They were only one experimental group. Pre-test and post-test were conducted for assessing how much students achieved from what had been taught. The study concludes with the result that students' achievement in post-test compare to pre-test revealed significant improvement. Also, scaffolding students' writings through writing process approach met the students' needs in EFL writing, and then it has improved their writing skill, while most of them have had difficultly in the basic elements of writing, e.g. grammar. In addition, learners could more confidentially express their ideas in their writings.