ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Creativity Impact Scientific Aptitude of School Children?
Author: Jayalekshmi, N. B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Achievement,Academic Aptitude,Gender Differences,School Location,Institutional Characteristics,Place of Residence,Parent Background,Statistical Analysis,Secondary School Students,Predictor Variables,Creativity,Creativity Tests,Foreign Countries

Of all the equalities man possesses, creative thinking has been the most important for his well being and advancement. Creativity means to make, to bring into being, to originate or to invent something. Scientific aptitude is considered to be a unique or unusual potential or ability of an individual to acquire general knowledge and skill in scientific fields. This era is witnessing a great importance of creativity and imagination in our every day lives. Development of science has conquered almost all spheres of life. The issue of developing creativity and scientific aptitude in school children is challenging to teachers, and the investigator is interested to find the correlation between creativity and scientific aptitude. Research on creativity has mainly focused on the contributions of terms of creativity and co relational studies of creativity with self concept, intelligence, personality and achievement. There are several aspects of creativity and scientific aptitude on which clear cut answers are yet to be found by sustained research. The study was designed to investigate the correlation between creativity and scientific aptitude in standard VIII students. The sample taken was 251 and random sampling technique was done on the basis of sex, nature of the school, locality of residence, locality of school, type of school, parental education and parental occupation. Creativity tool by Baquer Medhi (1985) and a self constructed tool for scientific aptitude were used. Collected data were analyzed using statistical techniques such as t-test, analysis of variance and Pearson's product moment correlation. Correlation analysis revealed that there is no significant relation between creativity and scientific aptitude with respect to background variables. In this study the investigator draws the conclusion that students who are highly creative may not have scientific aptitude up to the mark. Students who are interested in science and thereby developing their skills and abilities may not always be creative in nature.
A Comparative Study of the Academic Stress and Depression among High School Girl and Boy Students
Author: Khanehkeshi, Ali
Date: 2012-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Stress Variables,Anxiety,Depression (Psychology),High School Students,Gender Differences,Grades (Scholastic),Correlation,Regression (Statistics),Multivariate Analysis,Statistical Significance,Affective Measures,Children,Measures (Individuals),Symptoms (Individual Disorders),Scores,Hypothesis Testing,Stress Management

This paper compares the difference between boy and girl high school students of 1st grade to 3rd grade in academic stress and depression. Using a random stratified sampling 120 girl and boy students (60 girls and 60 boys) were selected from 1st grade (n = 40), 2nd grade (n = 40) and 3rd grade (n = 40) high school students. In this study gender and grades have considered as independent variables and academic stress and depression were dependent variables. A scale for assessing academic stress (SAAS, Sinha, Sharma and Mahindra, 2001) and children depression inventory (CDI, Kovacs, 1992) were used for collecting data. To analyze of data statistics such as mean, SD, Pearson's coefficient of correlation and regression homogeneity to test of variance's homogeneity, and multivariate analyze of variance (MANOVA were used). Results showed that the effect of gender on combined dependent variables (academic stress and depression) was statistically significant (Wilk's Lambda = 0.367; F (12, 103) = 14.81, p = 0.000; Eta = 0.63); the effect of grade on combined dependent variables was statistically significant (Wilk's Lambda = 0.708; F (24, 206) = 1.98, p = 0.05; Eta = 0.16); The mutual interaction of gender and grades on combined dependent variables was not significant (Wilk's Lambda = 0.774; F 24, 206 = 1.71; p = 0.272; Eta = 0.12). The effect of gender on academic stress and its subscales (Wilk's Lambda = 0.648; F 6, 113 = 10.23; p&lt;0.05; Eta = 0.35); and depression and its subscales (Wilk's Lambda = 0.495; F6, 113 = 19.22; p&lt;0.05; Eta = 0.51) was statistically significant. Further the effect of grades on academic stress was significant but the effect of grade on depression was not significant. Finally the study concluded that there was a significant difference between boy and girl students in academic stress and depression.
Inclusive Education: Programmes and Provisions
Author: Kappen, Mini Dejo
Date: 2010-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Practices,Definitions,Accessibility (for Disabled),Disabilities,Mainstreaming,Special Needs Students,Relevance (Education),Constitutional Law,Equal Education,Civil Rights,Case Studies,Educational Legislation,Foreign Countries

Inclusive education is a practice of teaching handicapped children in regular classrooms with non-handicapped children to the fullest extent possible; such children may have orthopedic, intellectual, emotional, or visual difficulties or handicaps associated with hearing or learning. In India there are constitutional provisions for Inclusive Education. Education is the right of all children, and IE aims to ensure that all children have access to an appropriate, relevant, affordable and effective education within their community. This education starts in the home with the family, and th includes formal, non-formal and all types of community-based education initiatives. Article 14, Article 21A, The 86 Constitutional Amendment Act 2002 of the Indian Constitution clarifies that &quot;all&quot; includes children with disabilities as well. This article will discuss Concept of inclusive education, Specific Terms in inclusive education such as Impairment, Disability, Special Educational Needs, Learning Difficulty, Mental Handicap, Indian Constitution about Inclusive Education, Reasons For Inclusion, The inclusive education programmes under Sarva Shiksha Abhiyan, Provisions for CWSN (Children With Special Needs) under SSA and a case study on inclusive education.
Divergent Thinking and Creative Ideation of High School Students
Author: Ramzan, Shaikh Imran
Date: 2011-00-00
Type: Journal Articles
Subjects: Creative Thinking,Concept Formation,High School Students,Foreign Countries,Creativity,English,Indo European Languages,Comparative Analysis,Socioeconomic Status,Hypothesis Testing,Advantaged,Disadvantaged,Slums,Statistical Analysis

Divergent thinking is an integral process in creativity. Openness to experience is a personality trait that relates to divergent thinking and, therefore, is hypothesized to be related to creative performance among the students. The effects of openness to experience are likely to be partially mediated by an individual's attitude toward divergent thinking. Schools being miniature of society can chalk out programmes to nourish the Divergent thinking of the students. It is within their reach because it has been found that creativity is more developable than intelligence. Today's student will be the future nation builder therefore it is important to develop Divergent thinking among them. This study presents and tests divergent thinking of individual creativity among the High School students. The methodology selected is the survey method. The sample selected for the study consists of 400 students comprising of boys and girls of English and Marathi medium IX standard students of high schools situated in Aurangabad city. The result showed that: (1) There is significant difference in English medium schools situated in posh and slum localities as far as there divergent thinking is concerned; (2) There is significant difference in Marathi medium schools situated in posh and slum localities as far as there divergent thinking is concerned; and (3) There is significant difference between the students of English medium and Marathi medium students as far as there Divergent thinking is concerned.
The Effects of the Davis Symbol Mastery System to Assist a Fourth Grader with Dyslexia in Spelling: A Case Report
Author: Amsberry, Gianna
Date: 2012-00-00
Type: Journal Articles
Subjects: Spelling,Dyslexia,Grade 4,Males,Elementary School Students,Intervention,Visual Aids,Instructional Materials

The purpose of this study was to determine the effectiveness of using the Davis Symbol Mastery Procedure for Words (Davis, 1994) for improving spelling skills. The participant was a fourth-grade male diagnosed with a significant learning disability. The intervention consisted of having the participant write each word, its definition, the word in a sentence for context, creating a pictorial representation of the word, and then forming the word from clay. The results demonstrated that the Davis Symbol Mastery Procedure was successful. The procedure was cost effective and required little training to implement. Possible additional classroom suggestions for using the Davis Symbol Mastery procedure were made.
Learning How to Become a Writer in Elementary School: A Review of the Literature from Cognitive, Social Cognitive, Developmental, and Sociocultural Perspectives
Author: Cave, Agnes
Date: 2010-00-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Writing Skills,Elementary School Students,Revision (Written Composition),Writing Instruction,Teaching Methods,Social Cognition,Audience Awareness,Skill Development,Teacher Role,Cognitive Processes,Scaffolding (Teaching Technique),Literacy,Writing Achievement,Best Practices,Socialization,Writing Improvement,Literature Reviews

This article seeks answers to questions, such as how children's writing develops and how young students express themselves in writing at various stages of their development. This article reviews the literature through a wide lens as it examines elementary students' writing and is intended to lead to a more comprehensive understanding of developmental, cognitive, social cognitive, and sociocultural variables that impact writing. Research indicates that as children gain more expertise in writing, they tend to focus more on content and their audience rather than the surface structures of their text. They become more able and willing to make substantial and meaningful revisions in their text and consider that process as a part of writing rather than an add-on activity focusing on superficialities. Error avoidance and knowledge-telling' are replaced by knowledge transformation and meaningful communication that result in qualitatively different writing. Of course, teachers play a major role in this development as what they tend to focus on in class becomes the focus for their children as they learn to express themselves. Even though younger elementary students have fewer automated skills and their cognitive resources are spent on mostly local tasks, they can function as competent problem solvers and writers. They just need scaffolding and instruction based on the understanding that children's cognitive processes are also impacted by their literacy environment and community. Once these general theories of cognition, development, and socialization are well understood, research-based curricula and effective instruction based on best practices can be designed to improve children's writing achievement.
Challenges for the Development of the Learning Process of Emotional, Social and Civic Competence in Spanish Education from a Psycho Pedagogical Perspective
Author: Cano, Jacobo
Date: 2010-00-00
Type: Journal Articles
Subjects: Learning Processes,Barriers,Emotional Development,Social Development,Educational Psychology,Citizenship Education,Citizenship Responsibility,Humanistic Education,Interpersonal Competence,Educational Objectives,Educational Practices,Foreign Countries

The phenomenon of violence, in its different forms and varieties; the peak of aggravated nationalists and extremists; poverty; the different movements of migration; the role of religion, the perception of the deterioration of politics; the need for an impulse of associated movement; the need to adapt to the roles that should confront the educational institutions and the social changes that are reflected in the different unions between people, are some of the aspects that offer us a necessary framework to approach an emotional, social education and to educate the future citizens, which will able the construction of a supportive, fair, peaceful society, and where, especially, freedom and equal opportunities are respected as fundamental rights. The role and the objectives of the development of emotions and the social and civic competence are analysed, in a European context, stressing the need of a multidisciplinary and collaborative work from the psycho pedagogical field. It is necessary to indicate that the fields of orientation are diverse, on a personal, academic, professional, family or social level with the perspective of the need to implement diverse programmes of intervention, in a preventative way and for the integral education of the individual students, aimed at all of the educational community--opening up to the formal, informal and not formal spheres--related to the emotional, social and civic competence.
Disaster Management through Experiential Learning
Author: Rijumol, K. C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emergency Programs,Experiential Learning,Natural Disasters,Drills (Practice),Learning Processes,Teacher Role,Student Role

Disasters can strike at any time, at any place. The world is becoming increasingly vulnerable to natural disasters. From earthquakes to floods and famines, mankind is even more threatened by the forces of nature. The Theme of the 2006 to 2007 International Day for Disaster Reduction was &quot;Disaster Risk Reduction begins at schools&quot; and numerous schools in South Africa have participated in 2006 &amp; 2007 disaster risk reduction program conducted under the auspices of the United Nations international strategy for disaster reduction (UNISDR) mechanisms under the theme, &quot;Towards a culture of risk reduction: Disaster Management begins at school&quot;. Disaster Management is best viewed as life skill and has maximum impact when taught through hands-on learning &amp; experimentation, rather than teaching it solely as an academic subject. Therefore it includes carrying out disaster preparedness programmes including mock drills, first aid, search and rescue, swimming and crowd management training. As a rule, hands on experiential learning is the most effective way to educate life oriented subject like Disaster Management. Therefore, ideally a disaster relevant curriculum would not only teach knowledge of the natural hazards themselves, but also would involve students in a more hands on practical application in identifying hazards and risks and how to deal with them. This could include visits to and by the institutions dealing with various aspects of hazards and disaster risk management. This paper focuses on Disaster Management and experiential learning, Empowering the younger generation on the preventive aspects, the types of services and learning to be rendered in a disastrous situation and the need for humanistic approach in dealing with disasters through experiential learning. Also the role of teacher and learner in experience based learning situation and some educational implications are explained.
Which Social Skills Predict Academic Performance of Elementary School Students
Author: Sung, Youngji Y.
Date: 2010-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Academic Achievement,Elementary School Students,Longitudinal Studies,Discriminant Analysis,Grade 5,Profiles,Surveys,Correlation,Statistical Analysis

The study explored various aspects of students' social skills in an attempt to identify specific aspect that has significance in predicting their academic performance and examined the longitudinal relationship of these social skills with academic performance. The study used two models that applied advanced statistical tools to a nationally representative database of the U.S., the Early Childhood Longitudinal Study. In the first model which employed the discriminant analysis, the authors successfully classified overall performance levels of fifth graders based on their five subscales of social skills, identifying approaches to learning as the most important skill among the five. In the second model which used the profile analysis, the significant longitudinal relationship between social skills and academic achievement from kindergarten to fifth grade was confirmed; students of different achievement levels showed significantly different developmental trajectories of social skills over the six years.
The PASS Theory of Cognitive Processing
Author: Rijumol, K. C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Intelligence Quotient,Intelligence Tests,Cognitive Ability,Cognitive Tests,Intellectual History,Educational Development,Psychometrics,Evaluation Methods,Educational Theories,Adults,Adolescents,Children

Traditional IQ technology, crystallized by the seminal work of Binet and Wechsler as well as others, has played a critical and profound role in psychology, making intelligence testing among the most important contributions psychology has made to society (Anastasi &amp; Urbina, 1997). But this technology has limits; it has not had the advantage of increased understanding of specific human abilities. There has been a significant movement toward measuring specific abilities as alternatives to traditional IQ tests (Naglieri, 1997). This new breeds of tests include the CAS (Naglieri &amp; Das, 1997), Differential Ability scales (DAS; Elliott, 1990),Kaufman Adolescent and Adult Intelligence Test (KAIT; Kaufman &amp; Kaufman,1993), K-ABC (Kaufman &amp; Kaufman,1983), and Woodcock-Johnson Revised Test of Cognitive Ability (WJ-R; Woodcock and Johnson,1989). The authors of these tests have made efforts to modernize the traditional IQ test technology that has dominated most of the 20th century. This paper discusses about the IQ tests, history and its evolution. The latter half focuses on Cognitive Assessment System which is based on PASS theory of cognitive processing and its educational Implications.
A Portrayal of Women Educational Leadership in Pakistan
Author: Malik, Samina
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Womens Education,Women Administrators,Womens Studies,Semi Structured Interviews,Higher Education,Performance Factors,Achievement Need,Family Influence,Role Models,Self Efficacy,Occupational Aspiration,Organizational Culture

The researcher is stimulated to work on the growing trends of women leadership. The problem has been designed to investigate the factors influencing the emergence of women leadership at higher education level in Pakistan. On the basis of the studies conducted by Oplatka (2006) and Cubillo, Brown, 2003, it was assumed that specific factors influence the emergence of the women success in the society. The researcher used a mechanism of interacting with ten successful women leaders through in-depth semi-structured interviews to find out the secret of attaining their positions as leaders. The study led to the findings that women in leading positions were highly motivated and ambitious. Their elevated positions were attributed to their supportive families (particularly the father and husband), who valued education, and their equal treatment with their male siblings. They were challenged by the incongruence of their roles as female leaders relative to the prevailing social values and expectations towards women and their traditional role in society.
Behavioural Development of Early Adolescents by Dint of Positive School Climate
Author: Jayalekshmi, N. B.
Date: 2011-00-00
Type: Journal Articles
Subjects: Early Adolescents,Behavior Development,Positive Behavior Supports,Educational Environment,Student Behavior,Behavior Disorders,Behavior Problems,Physical Environment,Social Environment,Educational Practices,School Safety,Adolescent Development

Early adolescence is the period where the transition from child to adult takes place gradually. A major physical and cognitive change during this period is accompanied by social and emotional development. The growth spurt in this period makes them stronger and plays an important role in developing self identities. The journey through this crucial period becomes easier when the entire school community is concerned with adolescents' lives. School climate has a deep and marked impact on the behaviour development of early adolescents. Positive school climate can be viewed as foundation of safety, pride, respect, trust and motivation on which a school can build the structure of real success. Creating a positive school climate takes the work and commitment of the entire school community. Physical, social and academic dimension of school climate influence early adolescent behaviour to a great extent. A suitable positive learning environment fosters youth for a productive, contributive and satisfying life in a democratic society. Researches show that school climate influences adolescent behavioural and emotional problems. Behavioural problems can be externalizing and observable such as aggression, bullying and fighting; and internalizing problems like anxiety, withdrawal and loneliness. Safe, caring, supportive, participatory and responsive school climate tends to promote greater attachment to school as well as provide optimal foundation for social and emotional development. When every school aims at creating such a congenial climate, its impact in early adolescents will manifest in their better learning and responsible behaviour which finally makes them accomplished human beings.
Better Quality Collaboration: A Proposed Facilitating Relationship between Heedful Interrelating and Cooperative Learning
Author: Daniel, Sarah R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Cooperation,Cooperative Learning,Interpersonal Relationship,Interaction,Group Dynamics,Social Influences,Psychological Patterns

Van den Bossche (2006) points out how fruitful collaboration is not merely the case of putting people with relevant knowledge together. Studies on collaborative learning suggest that group outcomes improve when members focus not only on the task but also on the inter-personal group processes (Johnson &amp; Johnson, 2005). However, attempts to improve these processes, through training modules, are often diverse from the main group task. The concept of heedful interrelating (HI) offers a method for addressing the need for high quality inter-personal processes by its focus on the skills necessary for successful interrelating in the moment-by-moment interactions of members working to accomplish a task. HI is defined as interacting with sensitivity to the task at hand while at the same time paying attention to how a person's individual actions affect group functioning. To interrelate heedfully requires that one notice, take careful action, and pay attention to the effect of that action (Weick &amp; Roberts, 1993). HI's focus is on how best to interrelate effectively, in real time, to reach the group goal. This article focuses on how HI provides a tangible framework for facilitating group members' effective engagement in high quality inter-personal processing which, in turn, should translate into an increase in beneficial collaborative outcomes.