ethanporcaro/eric-fulltext-meta huggingface dataset:
Southern Vermont College (SVC) and Wheelock College (WC): 2010 Urban and Rural Healthcare Academy Program (HAP) for College Progress and Workforce Development
Author: DeCiccio, Albert C.
Date: 2010-10-18
Type: Reports - Descriptive
Subjects: Pilot Projects,Access to Health Care,Health Services,At Risk Students,Low Income,High School Students,Economically Disadvantaged,Student Motivation,Urban Environment,Rural Environment,Career Exploration,Health Occupations,Clinical Experience,College Credits,Higher Education,Service Learning

(Purpose) This is a report about the Urban and Rural Healthcare Academy Pilot Program (HAP) that launched at Southern Vermont College (SVC) and Wheelock College (WC) in summer 2010. HAP enabled 18 vulnerable high school students to learn about how to progress to college, how to transition when they arrive on a college campus, and how to prepare for the healthcare workforce. (Methodology) SVC and WC offered a summer-intensive, credit-bearing program of study (1 college credit). This initiative provided motivated, low-income students with a unique opportunity to experience healthcare from both the urban and rural perspectives, with the hope that many of them would enter college and pursue healthcare careers. During an intensive eight-day experience, the students examined essential healthcare questions facing the U.S. The program was designed to enable students to discover answers by practicing in urban clinical sites, in rural clinical sites, in a simulation laboratory site, and in several science laboratory/hospital sites. The HAP Pilot brought together 18 low-income, vulnerable, high school students from urban and rural areas who expressed interest in pursuing a healthcare career. (Results) An amazing 94.1% &quot;strongly agreed&quot; that they enjoyed the HAP Pilot. The colleges are in the process of developing a mechanism to track the HAP Pilot participants and, in particular, to gather data on the following items: (1) enrollment in a four-year college; (2) completion of the first year in college; and (3) entry into a healthcare major/career. These more quantitative data points can be compared to the more qualitative data just described. (Conclusions) (1) All the students want to work in a healthcare field because they want to give to others; and (2) more importantly, what Wheelock College and Southern Vermont College undertook in the summer 2010 is what is really meant by service-learning. That is, the colleges didn't enter these students' lives simply as liberal-minded people who will HELP the participants be like us. Instead, we offered these students the resources and services of two campuses dedicated to raising up a generation of citizens who might not otherwise have the chance to pursue their healthcare career dreams in a higher education institution. (Recommendations) Based on the results reported here, we intend to replicate and to expand this initiative in summer 2011, concentrating on tracking the participants who progress to and through college. (Additional data) None. (Contains 1 footnote.) [Karen Gross, Anne Hopkins Gross, and Adrian Haugabrook assisted in the writing of this paper.]
The Nation's Report Card [TM]: U.S. History 2010. National Assessment of Educational Progress at Grades 4, 8, and 12. With Highlighted Results from the 2009 High School Transcript Study. NCES 2011-468
Author: National Center for Education Statistics (ED)
Date: 2011-06-00
Type: Reports - Research
Subjects: United States History,History Instruction,Grade 4,Grade 8,Grade 12,National Competency Tests,Academic Achievement,Academic Records,Evidence,Scores,Achievement Gains,Time Perspective,Advanced Placement,Economic Status,Comparative Analysis,Democracy

The 2010 National Assessment of Educational Progress (NAEP) U.S. history assessment measures how well fourth-, eighth-, and twelfth-graders are learning American history, and whether they can evaluate historical evidence and understand change and continuity over time. Comparing the results from the 2010 assessment to results from previous years shows how students' knowledge and skills in U.S. history at these grade levels have progressed over time. For the 2010 National Assessment of Educational Progress (NAEP) in U.S. history, students responded to questions designed to measure their knowledge of American history in the context of democracy, culture, technological and economic changes, and America's changing world role. Nationally representative samples of more than 7,000 fourth-graders, 11,000 eighth-graders, and 12,000 twelfth-graders participated. The average U.S. history score for the nation's fourth-graders did not change significantly since the last assessment in 2006; however, the score in 2010 was higher than in 1994. The score for students at the 10th percentile increased 22 points from 1994 to 2010. Gains from 1994 to 2010 for Black and Hispanic students contributed to the narrowing of the gaps between these groups and their White peers over this 16-year period. Results at grades 4, 8, and 12 are as follows. The average U.S. history score for the nation's eighth-graders was higher in 2010 than in previous assessment years. Gains from 2006 to 2010 for Black and Hispanic students contributed to the narrowing of the score gaps between these groups and their White peers. Increases were also seen since 2006 for students from both lower- and higher-income families. The average U.S. history score for the nation's twelfth-graders in 2010 was not significantly different from the score in 2006 but was higher than the score in 1994. Forty-five percent of twelfth-grade students performed at or above the Basic level in 2010, and there were no significant changes in the percentages of students at or above the Basic and Proficient levels or at the Advanced level in comparison to previous assessment years. (Contains 19 tables and 32 figures.)
An Investigation of Non-Thesis Master's Program Geography Teacher Candidates' Attitudes towards Teaching Profession regarding Several Socio-Cultural Features
Author: Sezer, Adem
Date: 2011-05-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Teaching (Occupation),Geography,Masters Programs,Statistical Analysis,Preservice Teacher Education,Student Attitudes,Student Surveys,Student Characteristics,Gender Differences,Predictor Variables

The purpose of this study is to examine the attitudes of non-thesis master's degree program: geography teacher candidates towards teaching profession regarding several socio-cultural features. The study was conducted in different universities with 218 geography teacher candidates enrolled in the geography education non-thesis master's degree program. The study was made by survey model. Data were collected by the &quot;Attitude Scales Towards Teaching Profession&quot; developed by Cetin (2006) and &quot;Personal Information Form&quot; developed by the authors. Data were analyzed by t-test, ANOVA (the one-way analysis of variance) (F) and LSD (least significant difference) techniques. The results are given as follows: (1) The average of candidates' attitude grades are in favor of female candidates; (2) There is no difference between whether candidates work at a job; (3) According to variables of the types of high school graduated, educational level of the parents, occupations, income level and living place, there is no difference in candidates' attitudes scores; and (4) Candidates enrolled in the geography education non-thesis master's degree program reason of preference influence on attitudes to teaching profession. (Contains 19 tables.)
An Institutional Code of Ethics--A Response to Attitude of Israeli Teachers' Education College Students towards Academic Plagiarism
Author: Reingold,, Roni
Date: 2011-05-00
Type: Journal Articles
Subjects: Plagiarism,Student Attitudes,Integrity,Likert Scales,Social Values,Internet,Ethics,Preservice Teachers,Foreign Countries,Cheating

Academic plagiarism becomes very easy due to new opportunities provided by the Internet era (Scrinber, 2003; Underwood &amp; Sazabo, 2003; Ross, 2005). We believe that academic dishonesty is a major issue, because it strikes at the heart of the academic and social values: honesty, trust and integrity. When dealing with education students, the future educators of children, academic dishonesty takes on added significance with much graver consequences for our society. This paper is aimed to reveal the opinions of 200 Israeli teacher education students towards different aspects of plagiarism. These responses, which were collected using likert scale questionnaire, led us to define some principles for a plan to reduce academic dishonesty, especially internet based plagiarism (Mc Murtry, 2001; Foster, 2002; Landau, Druen, &amp; Arcuri, 2002; Murray, 2002). We suggest focusing on a plan for an institutional ethic code to reduce plagiarism and unconscious academic dishonesty. (Contains 1 table.)
Examining College Students' Culture Learning before and after Summer Study Abroad in Japan
Author: Paik, Chie Matsuzawa
Date: 2011-06-14
Type: Reports - Research
Subjects: Majors (Students),College Students,Asian Culture,Cultural Awareness,Foreign Countries,Content Analysis,Study Abroad,Second Language Learning,Summer Programs,Engineering Education,Surveys,Student Attitudes,Attitude Change,Guidelines,Professional Associations

With study abroad becoming an integral part of the American higher-education curriculum, home-institution instructors face the challenge of understanding the type and content of learning taking place abroad. We report on a study conducted at a service academy on the U.S. East Coast to examine American college students' cultural learning in the course of a summer study abroad  program in Japan. Seven engineering majors completed pre- and post-study abroad seminars, and completed a culture survey before and after their trip to Japan in 2008. Content analysis of the students' responses to open-ended questions revealed gains in students' cultural knowledge on various aspects of the Japanese culture, leading to changes in their perceptions of Japan and Japanese people. The study adopted the cultural framework set forth by the American Council of Teachers of Foreign Languages. (Contains 2 figures.)
Pedagogical Content Knowledge of Inquiry: An Instrument to Assess It and Its Application to High School In-Service Science Teachers
Author: Espinosa-Bueno, Juana Silvia
Date: 2011-05-00
Type: Journal Articles
Subjects: Classification,Foreign Countries,Science Teachers,Pedagogical Content Knowledge,Teaching Methods,Inquiry,Measures (Individuals),Interviews,Secondary School Teachers,Science Education,Learning Activities,Scientific Research,Science Curriculum,Curriculum Development

It is argued that the lack of consensus on what constitutes an inquiry-based approach makes the generalization about it difficult, because the concept is relatively unspecific and vague. This problem can partially be solved by constructing a set of activities promoted by inquiry, thus defining the inquiry objectives for classroom and laboratory teaching. Five high school and college Mexican teachers' PICK (pedagogical inquiry/content knowledge) was documented and assessed by means of Loughran, Mulhall and Berry's (2004) I-CoRe (inquiry content representation) developed by the authors through a proposal of a set of seven inquiry activities. They were also interviewed to construct the professional and pedagogical experience repertoires, a second tool by Loughran et al. (2004) to document PICK. It was observed that all teachers interviewed have used inquiry to modify their students' way of thinking, mainly through question posing. Some of them employed research as their main tool to promote scientific inquiry but others mentioned the lack of time to do it. It is interesting to notice that in spite of the fact that inquiry is out of the curriculum in Mexico, the teachers make use of it to improve their teaching practice. According to their answers, their actions in the classroom or the lab were classified within the three general approaches expressed by Lederman (2004): implicit, historical and explicit. It is concluded that a given teacher cannot be classified exclusively in one of them, because in his/her activities one general approach overlaps the others. The authors conclude that Lederman's classification has to be taken into account as an orientation to characterize a given activity of one teacher, even though the same teacher may use another activity characterized by other general approach. That is, Lederman's classification applies to characterize activities, not persons. (Contains 7 tables and 1 figure.)
Teachers' Opinion Concerning Common Exams Administered in Elementary Schools
Author: Caliskan, Huseyin
Date: 2011-05-00
Type: Journal Articles
Subjects: Qualitative Research,Elementary Schools,Educational Research,Cooperation,Content Analysis,Elementary School Teachers,Case Studies,Teacher Attitudes,Tests,Foreign Countries,Interviews,Course Objectives,Lecture Method,Synchronous Communication

The common exams that have been administered in elementary school since 2007-2008 academic year are inter-classes mid-term evaluations. With these exams, measuring the teachers' performance as well as revealing the differences among the classes are aimed at. Therefore, evaluating these exams in terms of teachers' opinions is essentially important to realize the aim mentioned above. This study aims to get the teachers' considerations on common exams, if any, to determine the problems and their solutions related with common exams. Case study, one of the qualitative research methods, has been used in this research. The research group is consisted of 60 teachers working in a variety of elementary schools in Ankara province in 2009-2010 academic year. The interview form, prepared by the researcher, was administered to elementary school teachers in research group. The interview form was structured to explore teachers' views on common exams by using five questions. The content analysis was used in order to analyze, sort and quantify the written and verbal data. At the end of the study, it is stated that according to the teachers, the purpose of the common exams is to state the level of classes and the cooperation between classes and to determine whether the objectives of the courses has been achieved. It is concluded difficulties in giving lectures synchronously in school, non-existence of cooperation between teachers and having difficulties during the preparation of the exam questions are the main problems, which teachers faced with. Teachers participated in the interviews emphasized the advantages of the common exams rather than disadvantages of it. [This study was presented in II. International Congress of Educational Research on April 29-May 2, 2010 as a verbal statement.] (Contains 6 tables.)
Assessing Library Automation and Virtual Library Development in Four Academic Libraries in Oyo, Oyo State, Nigeria
Author: Gbadamosi, Belau Olatunde
Date: 2011-05-00
Type: Journal Articles
Subjects: Foreign Countries,Library Automation,Library Services,Electronic Libraries,Academic Libraries,Library Development,Librarians,Internet,Professional Training,Online Catalogs,Questionnaires

The paper examines the level of library automation and virtual library development in four academic libraries. A validated questionnaire was used to capture the responses from academic librarians of the libraries under study. The paper discovers that none of the four academic libraries is fully automated. The libraries make use of librarians with background training in computer applications coupled with in-house and sponsored conferences and workshops. Again, none of the automation and internet equipments in these four institutions is assessed to be adequate. The paper recommends that parent institutions should give priority to the development of library automation and virtual library development through internet connectivity by voting adequate fund to this project. (Contains 7 tables.)
Fostering Model-Based School Scientific Argumentation Among Prospective Science Teachers
Author: Aduriz-Bravo, Agustin
Date: 2011-05-00
Type: Journal Articles
Subjects: Persuasive Discourse,Preservice Teachers,Science Teachers,Secondary School Teachers,Models,Preservice Teacher Education,Science Instruction,Activities

The paper aims both to foster and to assess "school scientific argumentation" among secondary science teachers during their pre-service education. For these purposes, the paper uses the meta-scientific construct of "theoretical model" (proposed by the so-called semantic view of scientific theories from contemporary philosophy of science) in three different and complementary conceptual levels. Firstly, the paper suggests teachers to argue using theoretical models (as opposed to propositional items) from science as a key component of their arguments. Secondly, the paper tries to scaffold teachers' argumentation practices modeling them with paradigmatic exemplars (which the author calls "epitomes"). And thirdly, the paper uses a four-component model of school scientific argumentation as an analytical tool to inspect how science teachers argue. The teachers' argumentative texts that are discussed in the paper arise from their participation in teaching-learning sequences designed to improve their argumentation skills via three synergic model-based operations: analyzing epitomes of arguments, (co-)constructing new arguments, and meta-theoretically reflecting upon them. [This study was funded by the Secretaria de Ciencia y Tecnica of the Universidad de Buenos Aires, Argentina. A preliminary version of this paper was presented at the NARST 2010 Annual International Conference, Philadelphia, Pennsylvania, US, in March 2010.] (Contains 2 tables.)
Identification of Good Practices in the Implementation of Innovative Learning Methodologies
Author: Lincaru, Cristina
Date: 2011-05-00
Type: Journal Articles
Subjects: Lifelong Learning,Foreign Countries,Entrepreneurship,Best Practices,Educational Innovation,Partnerships in Education,Electronic Learning

We intend to present the partial issues resulted from the development of the European Project DeInTRA &quot;cooperation for innovative training methodologies deployment in the European Labour Market&quot;--Stage 4: Identification of good practices in the implementation of innovative learning methodologies. This project is included into the Lifelong Learning Programme Leonardo da Vinci, Partnerships, DG Education and Culture during the period 2008-2010. The partnership (formed of eight different multi-agent organizations, directly linked to training, entrepreneurial and social environments) has identified more than 20 good practices in the field of innovative learning methodologies and has elaborated the report of stage 4. Our specific contribution is represented by the three best practices identified for Romania, under the comparative frame developed by the partnership. (Contains 6 tables and 3 figures.)
Assemble Collocation and Colligation in Chinese Writing Web Tools for New Immigrants in Taiwan
Author: Lu, Meg
Date: 2011-05-00
Type: Journal Articles
Subjects: Immigrants,Chinese,Second Language Instruction,Second Language Learning,Sentences,Phrase Structure,Internet,Computer Uses in Education,Adult Education,Foreign Countries

CSL (Chinese as a second language) learning is an emergency task in Taiwan, especially when more and more new immigrants joined in Taiwan. However, there are just a few new immigrants who can finish all language courses. For this reason, this research intends to provide a training system to assist new immigrants observing and learning the phrase structure. In this paper, the researchers design a system which can help new immigrants to form Chinese sentences by applying colligation and collocation technology. [This study was conducted under the Intelligent Web-enabled Service Research and Development Project of the Institute for Information Industry, which is subsidized by the Ministry of Economy Affairs of the Republic of China.] (Contains 3 figures and 1 table.)
Students' Difficulties With Multiple Representations in Introductory Mechanics
Author: Nguyen, Dong-Hai
Date: 2011-05-00
Type: Journal Articles
Subjects: Mechanics (Physics),Science Instruction,Problem Solving,College Students,Student Problems,Change,College Science,Interviews

Research in physics education indicates that the use of multiple representations in teaching and learning helps students become better problem-solvers. We report on a study to investigate students' difficulties in solving mechanics problems presented in multiple representations. We conducted teaching/learning interviews with 20 students in a first-semester calculus-based physics course which covered introductory classical mechanics. Each student was interviewed four times during the semester, each time after they had completed an exam in the course. During these interviews, students were asked to solve a problem they had seen in the exam, followed by problems that differed in the type of representation from the exam problems. Students were provided verbal hints to solve the new problems. We discuss the common difficulties students encountered when attempting to solve problems in different representations and some common themes in students' performance. An appendix to this document presents the topics and problems in each interview. (Contains 3 tables and 1 figure.)
People and Technology Today: Some Educational Implications
Author: Rodriguez-Sedano, Alfredo
Date: 2011-05-00
Type: Journal Articles
Subjects: Science and Society,Influence of Technology,Futures (of Society),Humanism,Responsibility,Hermeneutics,Mass Media Effects,Technological Advancement,Ethics,Social Action,Change Strategies

The present article approaches some of the educational implications borne by humanity with technological progress. We begin by pointing out significant data that classify what is considered relevant. Then, confronting the future is discussed by analyzing the attitudes necessary to promote the goals. Confronted with these challenges, three possible focuses are suggested in accordance to the novel realities issued from science and technology: The first is the revitalization of humanism; The second is, the society of knowledge calls for both "radicalism and responsibility", which is also a response to our own decisions, without avoiding their consequences nor discharging them in others; The third is, understanding the true and full significance of solidarity. Finally, some approaches and educational suggestions are highlighted allowing parents, professors and students the greatest opportunity for profiting from the limitless resources that science and technology provide us for personal growth.