ethanporcaro/eric-fulltext-meta huggingface dataset:
Secondary Physical Education Avoidance and Gender: Problems and Antidotes
Author: Ryan, Thomas
Date: 2012-07-00
Type: Journal Articles
Subjects: Physical Education,Physical Activities,Females,Foreign Countries,Teaching Methods,Gender Issues,High School Students,Barriers,Elective Courses,Decision Making,Exercise,Self Esteem,Student Motivation,Student Attitudes,Competition,Peer Influence

Our goal was to locate and evaluate the barriers that impact and cause females to avoid secondary elective physical education courses. We sought to find answers to stop the further decline of female enrolment in secondary physical education by looking into curricula, program and instructional variables. Anecdotal evidence informed this study which was very much exploratory, building upon several key facts. First, Ontario (Canada) secondary students are only required to take one credit (course) in physical education in order to graduate and second, most students take the required physical education course in grade nine which is their first year of high school. Following this there is an average of 10% fewer females in every physical education class in the province of Ontario and only an average of 12% are enrolled in physical education each year. Several issues were identified and explored including self-confidence; motivation; perceived value of physical activity; opportunities for physical activity; marking scheme; competition; co-ed classes; teaching approach; and peers as possible problems and solutions.
Investigating the Levels of Strain, from the Point of Various Variables, at Their Efforts of Obtain Information of Preservice Teachers' of Secondary Education
Author: Adiguzel, Abdullah
Date: 2012-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary School Teachers,Information Seeking,Information Literacy,Difficulty Level,Teacher Characteristics,Access to Information,Information Needs,Information Utilization,Ethics,Compliance (Legal),Teacher Attitudes,Foreign Countries,Internet

The aim of this study is investigating the Levels of Strain, From the Point of Various Variables (according to gender, branch, working at a job which provides financial gain, the reason to prefer the teaching profession, the number of digests of related field which have been followed, the frequency of weekly using internet, the aim of using internet, the frequency of weekly utilization from a library at studies related with branch, and the number of read books monthly), at Their Efforts of Obtain Information of Preservice Teachers' of Secondary Education. Study carried out by general screening model and data has been collected by content validity and reliability has been through a survey. The opinions of 115 teachers were included in the study. The scale developed by the researcher used in the research. Cronbach Alpha reliability coefficient of the scale has been determined as 0.968. The value of the normal distribution of the data set as 6.57. Preservice teachers' in their efforts to obtain information, the information needed to identify, access to information, assessment, use and in this process to consider the ethical and legal values of stages have been forced from time to time. Preservice teachers' views on the strain level did not vary according to personal characteristics. Preservice teachers in the social field to learn to work less hard than Preservice teachers in the fields of science and mathematics. Study skills and habits of the prospective teachers to learn to be scraped in pre-service education and in-service training of vocational qualifications to support this have been proposed. (Contains 12 tables.)
Rhetorical Structure and Graphic Organizers: Effects on Learning from a History Text
Author: Montanero, Manuel
Date: 2012-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Learning,Textbooks,History Instruction,Rhetoric,Instructional Materials,Revision (Written Composition),Reading Comprehension,Recall (Psychology),Foreign Countries

This paper describes the effects of different methods to enhance students' understanding and learning from a text. We compared the efficiency of a text revision procedure (&quot;from the text&quot;) and inferential activity engagement &quot;toward the text&quot;) in the comprehension and recall of a History text. A total of 338 undergraduate students (aged 19-20) participated in the study. We wrote five versions of the same expository text, showing different rhetorical structures: Causation, antecedent-consequent; Causation, consequent-antecedent; Collection; Problem-solution; and Comparison. The first version, clarifying the causal structure and the temporal order of the events, had a significant effect in the delayed recall of the subjects. The task of filling an incomplete causal diagram also showed significant differences. This inferential activity, which involves the reader in the causal representation of the events, could be more useful than providing a previously elaborated graphic representation. Implications for educational practice and relevant related issues are discussed. (Contains 1 table and 1 figure.) [This research was financed by the Junta de Extremadura-Consejeria de Educacion de Ciencia y Tecnologia and FEDER through the II Plan Regional de Investigacion, Desarrollo Tecnologico e Innovacion.]
Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh
Author: Khan, Md. Shahadat Hossain
Date: 2012-07-00
Type: Information Analyses
Subjects: Foreign Countries,Developing Nations,Educational Technology,Barriers,Technology Integration,Program Implementation,Educational Development,Learning Processes,Teaching Methods,Literature Reviews,Elementary Secondary Education,Higher Education,Guidelines,Educational Policy,Computer Uses in Education

Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher's role in technology-rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers' design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers' decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education. (Contains 2 tables, 1 figure, and 2 footnotes.)
A Priority for California's Future: Science for Students. Summary Report. Strengthening Science Education in California
Author: Center for the Future of Teaching and Learning
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Public Opinion,Focus Groups,Science Education,Telephone Surveys,Interviews,State Surveys,Educational Attitudes,Scientific Attitudes,Educational Needs,Needs Assessment,Science Course Improvement Projects,Educational Improvement,Elementary Secondary Education

This paper presents findings of a study that examined Californians' views on science education. The findings are based on telephone interviews with 1,004 adults conducted April 7-22, 2010. Cell phone and Spanish language interviews were included to provide more complete coverage of California's population. In order to enhance understanding of the survey findings the researchers also conducted a series of six focus groups in three different regions of the state (Sacramento, San Francisco and Los Angeles) where the public shared their thoughts on science education. The focus groups included sessions with the general public, African American, Asian and Latino subgroups, as well as parents and members of the scientific community. Through these activities the researchers learned that the public certainly sees the importance of a sound science education for students, beginning in elementary school and continuing through high school. And the public senses an urgency to improve science education in California. (Contains 13 charts.) [This research was conducted with the participation of Belden Russonello &amp; Stewart and Stone's Throw Communications. For the full report, &quot;A Priority for California's Future: Science for Students. Analysis of Public Opinion Research. Strengthening Science Education in California,&quot; see ED533792.]
California's Emerging Teacher Data System: Key to a Stronger Teacher Workforce. CenterView
Author: Center for the Future of Teaching and Learning
Date: 2007-05-00
Type: Reports - Evaluative
Subjects: State Agencies,Inferences,Teacher Supply and Demand,Management Information Systems,Information Management,Access to Information,Information Needs,Case Studies,Strategic Planning,State Legislation,Information Policy,Teacher Improvement,Teacher Qualifications,Systems Development,Database Management Systems,Improvement Programs

Reliable and current data is the foundation upon which good public policymaking is built. While California collects a good deal of data on its teaching workforce, policymakers have lacked a state-level data and analysis system to provide answers to even some of the most basic questions: How many credential holders actually take jobs? In what types of schools do they take jobs? What types of schools do they tend to leave? Until now, policymakers, program administrators and researchers have had to rely on estimates, data from limited studies or other states, or inferences drawn from unreliable sources due to California's poor collection and management of data. Making matters worse, the state has been plagued by an inability to make good use of the data it does collect. While a variety of state agencies keep records on various aspects of the teacher workforce, there has been no state-level system to integrate, organize, analyze and share available information or identify additional data needs. This disturbing lack of current and reliable information is now beginning to improve. This issue of &quot;CenterView&quot; discusses the importance of a reliable teacher workforce data system. It then describes how Kern County has taken steps to improve the quality of their teaching workforce through a comprehensive data system. Lastly, this paper also presents recommendations for the Legislature for the development of CAL TIDES (California Longitudinal Teacher Integrated Data Education System), a comprehensive data system.
Why Do Teachers Leave? CenterView
Author: Center for the Future of Teaching and Learning
Date: 2007-08-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Teacher Persistence,Teacher Shortage,Career Change,Faculty Mobility,Labor Turnover,Attribution Theory,Dropout Characteristics,Performance Factors,Disadvantaged Environment,Work Environment,Change Strategies

While California has made substantial progress in easing its teacher shortage and reducing the concentration of the least prepared teachers in the lowest achieving schools, the effort to strengthen schools for all students is hampered by the large number of teachers who leave the profession prematurely. Policymakers at the state and local levels need to do a better job of keeping more talented, skilled and experienced teachers in the classroom. In order to target policy that keeps great teachers in the classroom we might begin with the question: &quot;Why do teachers leave?&quot; Many Californians, or those in education or the policy community, might say that low pay and a lack of respect for the profession fuels high rates of teacher attrition. But new research challenges those assumptions. In &quot;A Possible Dream: Retaining California Teachers So All Students Learn,&quot; Dr. Ken Futernick of the California State University's Center for Teacher Quality finds that &quot;critical problems in the teaching and learning environment are literally driving teachers from the classroom.&quot; While more research on this issue is needed, Futernick's conclusions ring true. This issue of &quot;CenterView&quot; shares some of Futernick's findings.
Evaluation of Language and Literature Skills of Secondary School Students in Turkey According to International Baccalaureate Diploma Program Criteria
Author: Cetin, Ayse Yucel
Date: 2012-07-00
Type: Journal Articles
Subjects: Qualitative Research,Advanced Placement Programs,Evaluation Criteria,Foreign Countries,Literature,Secondary School Students,Language Skills,Written Language,Oral Language,Language Tests,Gender Differences,Writing Evaluation,Essays,Turkish,Native Language,Grading,Student Attitudes

In this study, evaluation criteria for the teaching of language and literature used in Turkey and in the world was discussed; language and literature skills of Turkish students who came to the final stage of the secondary education were evaluated according to International Baccalaureate Diploma Program -IBDP- Turkish A1 course criteria. Related literature was examined in order to determine national and international criteria used in teaching of language and literature. 43 participant study group which were taken from 4th grade of high schools was created to evaluate written and oral expression skills of students gained from Turkish language and literature according to international criteria. The working group has been obtained to provide the maximum variety sample. Two written and one oral exam questions in accordance with Turkish A1 course evaluating criteria were asked to the study group, answers papers were evaluated by three expert by using document analysis technique of qualitative research method. According to the research results, it has been observed that teachers do not use common criteria in evaluating language and literature teaching. 12th grade students' language and expression skills are between 5-6 from 10 points according to international criteria; however  language and expression skills of girl students are better than boy students and oral expression skills of students are better than written skills in general according to international criteria. Also, it has been found that students make their comments without relying on literary works. (Contains 1 table and 2 figures.)
Direct Study of Students' Responses to Curriculum
Author: Williams, Robert B.
Date: 2012-07-00
Type: Reports - Descriptive
Subjects: Elementary School Students,Grade 5,At Risk Students,Behavior Problems,Developmental Tasks,Low Achievement,Student Needs,Course Content,Student Reaction,Mathematics Education,School Psychologists,Demonstration Programs,Influence of Technology,Learner Engagement,School Personnel,Educational Research,Value Judgment

Many learning, behavioural and developmental problems can limit students' abilities to respond adequately to the school's curriculum. School personnel often join with colleagues, including school psychologists, to assist students in resolving these problems. This presentation describes a model program in which school psychologists and others collaborate during a year-long university facilitated in-service program involving the study of students' responses to curriculum. A poster flow chart provides examples of the activities that involve: (1) writing anecdotes describing students' responses to curriculum; (2) learning to distinguish objective from subjective data/information; (3) identifying the recurring responses of students to curriculum; (4) applying a multiple hypotheses approach to specific responses to better understand them; (5) planning to assist students with curricular tasks and achievement; and (6) engaging in professional reading and research on the students' responses to the subjects being taught. Some benefits of studying students' responses to curriculum include: (1) learning to objectively record and interpret responses of students to curriculum and instruction; (2) learning to apply scientific methods to the study of students' responses; (3) gaining knowledge and appreciation of what students are up against as they respond to the curriculum as a developmental task; (4) perseverance in assisting students with the support and guidance of colleagues; (5) learning about the responses to curriculum and instruction across various academic subjects by all students being studied; and (6) increasing understanding of the influences of technology on students' engagement with curriculum. (Contains 4 footnotes.)
Kids Count Data Book, 2012: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Social Indicators,Profiles,Child Development,Children,Adolescents,Well Being,Family Income,Child Health,Child Safety,One Parent Family,Trend Analysis,Poverty,Infant Mortality,Body Weight,Dropouts,Mortality Rate,Unemployment,Low Income Groups,Birth Rate,Early Parenthood,Death,Financial Problems,Family (Sociological Unit),Economic Climate,Economic Opportunities,Public Policy,Attendance,Racial Differences,Academic Achievement,Educational Indicators,Access to Education

The Annie E. Casey Foundation's 2012 KIDS COUNT[R] Data Book shows both promising progress and discouraging setbacks for the nation's children: While their academic achievement and health improved in most states, their economic well-being continued to decline. This year's Data Book uses an updated index of 16 indicators of child well-being, organized into four categories: Economic Well-Being, Health, Education, and Family and Community. The new methodology reflects the tremendous advances in child development research since the first KIDS COUNT Data Book in 1990. Appended are: (1) Child Well-Being Rankings; and (2) Data for 16 Indicators of Child Well-Being. (Contains 5 figures and 29 endnotes.) [For &quot;KIDS COUNT Data Book, 2011: State Profiles of Child Well-Being. America's Children, America's Challenge: Promoting Opportunity for the Next Generation,&quot; see ED522925.]
&quot;Out-Of-Field&quot; Teaching Assignments: Are California's Students Getting the Effective Instruction They Need? CenterView
Author: Center for the Future of Teaching and Learning
Date: 2007-09-00
Type: Reports - Evaluative
Subjects: Credentials,Teacher Qualifications,Teacher Placement,State Standards,Labor Force Development,Teacher Competencies,Knowledge Base for Teaching,Pedagogical Content Knowledge,Academic Achievement,Educational Policy

Since 2003, the Center for the Future of Teaching and Learning has reported that the number of fully prepared teachers assigned to California's classrooms has increased significantly due in part to the efforts of federal, state and local education policy-makers. As Chart I demonstrates, the overall number of underprepared teachers--those who have not yet met the state's licensing requirement for a preliminary credential, including individuals working on emergency, preintern, and intern permits--has dropped 58 percent, from a high of 42,427 in 2000-01 to a low of 17,839 in 2005-06. Yet despite the many promising efforts to build and maintain the capacity of the current teacher workforce, too many students are being assigned to classrooms where teachers may lack an adequate knowledge of the subjects they teach such as mathematics, science and English. When an individual teacher holds a teaching credential in one subject area, but is assigned to one or more classes outside of that area by the local district, those teachers are referred to as having an &quot;out-of-field&quot; assignment. This edition of &quot;CenterView&quot; provides information and policy recommendations on the unique aspects of out-of-field teaching assignments. (Contains 3 charts and 1 footnote.)
Listening to Teachers of English Language Learners: Their Challenges, Experiences, and Needs. CenterView
Author: Center for the Future of Teaching and Learning
Date: 2005-07-00
Type: Reports - Research
Subjects: Language Teachers,Second Language Instruction,English (Second Language),Teacher Surveys,Faculty Development,Educational Opportunities,Instructional Effectiveness,English Language Learners,Public Schools,Teaching Conditions

A new survey of more than 5,000 teachers finds few professional development opportunities targeted on working effectively with second language learners. A lack of time and instructional resources also hamper teachers' ability to reach the nearly 1.6 million students designated as English learners in California's public schools. The teachers surveyed also said their efforts to teach English learners are complicated by their struggle to effectively communicate with the parents and families of  English learning students.
Child Care and Development Fund: Report of State and Territory Plans, FY 2010-2011
Author: Administration on Children, Youth, and Families (DHHS), Child Care Bureau
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Profiles,Technical Assistance,Child Care,Educational Finance,Emergency Programs,Educational Policy,Certification,Grants,Child Care Centers,Early Childhood Education,Eligibility,State Aid,Family Income,Fees,Infants,Toddlers,Financial Support,Quality Control,Professional Development,Salaries,Child Safety,Child Health,Standards,Federal Aid,Income Contingent Loans

This report was prepared by the National Child Care Information and Technical Assistance Center (NCCIC) in partnership with staff from the Child Care Bureau. NCCIC compiled data reported in approved CCDF Plans and relevant attachments submitted by Lead Agencies for a selected number of questions. The information presented reflects some of the activities and strategies States and Territories planned to undertake as presented in the approved CCDF Plans. This report is not a catalog of all activities undertaken by Lead Agencies since States and Territories might not have included all activities in their CCDF Plans, which also may be amended at any time during the biennial period. In addition, this report includes some text taken directly from CCDF Plans, so certain terminology may differ in particular parts of the report given variations across States and Territories. Information is provided from 51 States and 5 Territories. For the purpose of this report, the District of Columbia is categorized as a State. The five Territories are American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, Puerto Rico, and the Virgin Islands. Nearly all data in the tables and figures present combined information from States and Territories, rather than separate counts for each. The report includes two main sections (&quot;Chapter 2: CCDF Plans Data Summary&quot; and &quot;Chapter 3: CCDF State and Territory Profiles&quot;). The second chapter is a summary of selected data from all 56 Lead Agencies about how they comply with CCDF statute and Federal regulations, which corresponds to the CCDF Plan Preprint (Form ACF-118). Information is presented in table and figure format. The third chapter highlights selected services and activities through profiles of all States and Territories. These profiles present key information from the approved CCDF Plans about how the program is administered and implemented; eligibility criteria, reimbursement rates, and sliding fee scales; health and safety requirements; and selected activities to improve the quality of child care. These profiles provide examples for illustrative purposes as a supplement to the information presented in the second chapter. (Contains 42 tables, 2 figures and 1 footnote.)