ethanporcaro/eric-fulltext-meta huggingface dataset:
El Maestro de Maestros Talks about His Experience as President of Division 15: An Interview with Wilbert J. (Bill) McKeachie
Author: Bembenutty, Hefer
Date: 2007-08-05
Type: Reports - Descriptive
Subjects: Educational Psychology,School Psychology,Cognitive Psychology,Presidents,Behaviorism,Higher Education,Interviews,Professional Associations

Dr. Hefer Bembenutty interviewed Dr. Bill McKeachie, a past president of the American Psychological Association, Division 15 (Educational Psychology). In the interview, Professor McKeachie revealed his experience as past president of Division 15. Professor McKeachie has been the president of the American Psychological Association (APA), the American Association of Higher Education, the American Psychological Foundation, the Division of Educational Instruction and School Psychology of the International Association of Applied Psychology, and APA's Division 2. Professor McKeachie has received eight honorary degrees, the American Psychological Foundation Gold Medal for Lifetime Contributions to Psychology, and the American Psychological Association Presidential Citation for exemplary service to the academic and scientific community. His classic book, &quot;Teaching Tips,&quot; is now in its 13th edition. During the interview, Professor McKeachie remembered that he called his presidential address &quot;Psychology in the Bicentennial Year.&quot; He reported that at that time, cognitive psychology had basically come in to counter behaviorism, and he argued that we are all behaviorists--not strict behaviorists in Skinnerian terms, but the difference between us and physiologists or economists or sociologists or other groups was that our dependent variable always is the behavior of people. He said that he tried to be unifying and make connections with the various theories.
Inclusive Schooling: Is It a Success?
Author: Nahlous-Ismail, Nada
Date: 2010-03-29
Type: Reports - Evaluative
Subjects: Inclusive Schools,Mainstreaming,Consciousness Raising,Disabilities,Special Needs Students,Foreign Countries,Educational History,Social Change,Access to Education,Equal Education,Teacher Attitudes,Teacher Competencies

One of the aims of each Australian States and Territory Departments of Education and Training is to create a world-class inclusive strategy in schools across the nation. They each see the need to raise awareness, support and change societal expectations for students with Special Needs and Disabilities nationally. This paper aims to investigate the integration of Special Needs children into regular schooling and classrooms and whether the movement has been successful since its amalgamation in the 1970s.
Public Elementary and Secondary School Student Enrollment and Staff Counts from the Common Core of Data: School Year 2008-09. First Look. NCES 2010-347
Author: Sable, Jennifer
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,School Districts,State Departments of Education,Data Collection,Enrollment,Elementary Secondary Education,Data,Ethnicity,Full Time Equivalency,Pacific Islanders,American Indians,Alaska Natives,Nongraded Instructional Grouping,Surveys,Teacher Student Ratio,Whites,White Students,African American Students,Hispanic American Students,Asian American Students,Tables (Data),Librarians,Public School Teachers,Elementary School Teachers,Secondary School Teachers

This report presents findings on the numbers of public school students and staff in the United States and other jurisdictions in school year 2008-09, using data from the State Nonfiscal Survey of Public Elementary/Secondary Education of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state education agencies (SEAs) to the National Center for Education Statistics (NCES) through the U.S. Department of Education's ED&quot;Facts&quot; data collection system. Because the purpose of this report is to introduce new data through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available when using the CCD rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Data in this report, taken from the State Nonfiscal Survey of Public Elementary/Secondary Education, may differ from data in other CCD reports based on data from the Local Education Agency Universe Survey and the Public Elementary/Secondary School Universe Survey. Data were reported by all states, the District of Columbia, Puerto Rico, the U.S. Virgin Islands, and the Bureau of Indian Education in the 2008-09 CCD collection through the ED&quot;Facts&quot; system; the Department of Defense dependents schools (overseas and domestic) and the Commonwealth of the Northern Mariana Islands reported directly to the CCD. American Samoa and Guam did not report data for the 2008-09 school year. The State Nonfiscal Survey of Public Elementary/Secondary Education presents counts of students by grade and by grade and race/ethnicity. The survey also presents counts of full-time-equivalent (FTE) teachers, aides, support staff, and administrators in public schools and school districts. SEAs participate in the CCD voluntarily, following standard definitions for the data items they report. In some cases, SEAs may be unable to report a data item, or may not be able to report a data item in exact accordance with a CCD definition. When states were unable to report key data items, values for these items were collected from alternate sources, imputed, or adjusted. Appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 4 tables and 4 footnotes.)
"A Marriage on the Rocks": An Unknown Letter by William H. Kilpatrick about His Project Method
Author: Knoll, Michael
Date: 2010-08-04
Type: Historical Materials
Subjects: Educational Philosophy,Agricultural Education,Figurative Language,Foundations of Education,Educational History,Educational Theories,Criticism

William H. Kilpatrick is worldwide known as "Mr. Project Method." But the origin of his celebrated paper of 1918 has never been explored. The discovery of a hitherto unknown letter reveals that Kilpatrick was an educational entrepreneur who, without regard for language and tradition, adopted the term "project" and used it in a provocative new way to become famous and to be not only remembered as a genial teacher but as an "originator" as well. His paper evoked fierce criticism from friend and foe, including Ernest Horn, Guy M. Wilson, Boyd H. Bode, and John Dewey. In the late 1920s, realizing that he had gotten himself in an indefensible situation, he silently gave up the term and spoke of "activities" when the students carried out their own plans and ideas "heartily" and "purposefully." Contrary to the established view Kilpatrick is not the classic of the project method, but rather the classical outsider. (Contains 7 footnotes.)
Evaluating Capacity Building in Education: The North Central Comprehensive Center
Author: Beesley, Andrea D.
Date: 2010-08-03
Type: Reports - Evaluative
Subjects: Evaluators,Evaluation Methods,Organizational Development,Federal Legislation,Technical Assistance,State Departments of Education,Goal Orientation,Educational Objectives,Academic Achievement,Logical Thinking,Models,Focus Groups

The purpose of this paper is to inform evaluators of a method of evaluating capacity building in educational programs. One definition of capacity building is helping an organization increase its ability to fulfill its mission (Wing, 2004). Evaluators of capacity-building efforts therefore must focus on evidence that the program has helped to build the capacity of the organization it serves, which can include evidence of increased knowledge and changes in practice. Here this evaluation method is presented in the context of an evaluation of one of the U.S. Department of Education Comprehensive Centers. The mission of the Comprehensive Centers is to provide technical assistance that builds the capacity of state education agencies to help districts and schools meet their student achievement goals and No Child Left Behind requirements. Evaluators created a logic model to organize the evaluation around a capacity building continuum, and then used surveys, focus groups, interviews, and artifact analysis to document capacity. This report presents findings from Comprehensive Center Year 4 for the state of Nebraska, and includes results from 351 participant surveys along with focus groups and interviews. Evaluation findings showed that participants not only reported that activities were useful, relevant, and of high quality--but that they perceived themselves as more knowledgeable and had begun to apply their knowledge towards improving services for their constituents. Evaluating capacity building allows evaluators to go beyond documenting project activities and outcomes to focus on cognitive and affective changes in participants and on behavior such as changes to services in schools and districts. Appended are: (1) Indicators of Capacity Building; (2) Activity Report; (3) Nebraska Project 3: Poverty Plan Participant Interview Questions; (4) Nebraska Project: English Language Learner Leadership Institute Focus Group Questions; and (5) NCCC [North Central Comprehensive Center] Participant Evaluation Form. (Contains 1 footnote, 2 figures, and 3 tables.)
WSSDA's Guide to Parliamentary Procedures. Revised
Author: Randolph, Mary
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Parliamentary Procedures,Boards of Education,Meetings,Voting,Guidelines

This guide to parliamentary procedures is presented by the Washington State School Directors' Association (WSSDA) for use by local school boards within the State of Washington. Parliamentary law and parliamentary procedure is the key to order and to provide justice and fairness to all. Through both formal and informal parliamentary procedures, business meetings can be conducted in a thorough, orderly fashion, yet retain a democratic process. This manual will provide the basic concepts and guidelines, however, individual circumstances may fall under other rules of the parliamentary authority and the reference numbers should be accessed to clarify any complex situation. Proper parliamentary procedure expedites the business and makes the most constructive use of limited time. All school board members should familiarize themselves with parliamentary rules and how to appropriately use either these rules, or special rules that have been approved by the board, or the parliamentary authority adopted by the board. [Revision based on Robert's Rules of Order Newly Revised (RONR), 10th Edition.]
Charter Schools: Are They Really the Answer?
Author: Grant, Marquis Carter
Date: 2010-08-04
Type: Opinion Papers
Subjects: Public Education,Charter Schools,Federal Legislation,Achievement Gap,Educational Assessment,Racial Composition,Instructional Effectiveness

Charter schools have become a leading alternative to traditional public education, where children of color have historically experienced low academic performance and dismal results on state-mandated testing. Whether these institutions are, in fact, the answer to what ails education is a matter of debate. Those who support charter schools point to the flexibility these institutions have to create more comprehensive, student-focused curricula that caters to the learning styles of the students being served. As a result, students experience more academic and personal success. Opponents argue that charter schools are nothing more than band-aids for an even bigger problem, namely the demographics that continue to divide students along color lines. Without major reform, the disparity between racial groups will grow even wider, fueled by the segregation being caused by charter schools. Regardless of these debates, there can be no question that the charter movement has changed the meaning of education for students who would otherwise be left behind.
Serving on Your Local School Board: A Guide to Effective Leadership
Author: Washington State School Directors' Association
Date: 2009-05-00
Type: Guides - Non-Classroom
Subjects: Public Education,Boards of Education,Superintendents,Interpersonal Relationship,Board of Education Policy,Leadership Effectiveness,Leadership,Governance,Role,Leadership Responsibility,Ethics,Labor Relations,Compliance (Legal),Educational Change

Serving as an effective school board member today requires time, a sincere interest in public education and a commitment to improving student learning for all. This guide, written for new and prospective school board members, addresses such topics as the governance role of school boards, the board-superintendent relationship, leadership techniques, ethics, employee relations, legal requirements, and education reform. Also included are several exercises, presenting four situations (test scores, levy failure, expectations exceed dollars, and executive session) with questions and responses. [First Printing-- August 2001 / Revised--July 2003, July 2005, July 2007, May 2009.]
Serving on Your Local School Board: A Guide for Candidates
Author: Washington State School Directors' Association
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Boards of Education,Volunteers,Governing Boards,Governance,Rewards,Guides

Serving on a local school board has often been called &quot;the toughest volunteer job in America.&quot; While it can be challenging at times, most school directors will tell you there are great rewards in helping students and giving back to your community. The contributions of each school director are critical to the board's overall effectiveness. This guide provides an overview of the requirements and responsibilities of school board service to help candidates understand the important role each board member plays in school governance.
Students' Motivation towards Computer Use in EFL Learning
Author: Genc, Gulten
Date: 2010-04-00
Type: Reports - Research
Subjects: Computer Uses in Education,Student Attitudes,Student Motivation,Foreign Countries,Educational Technology,English (Second Language),Second Language Learning,Teaching Methods,College Preparation,Correlation,Gender Differences,Age Differences,Institutional Characteristics,High School Students,Parents,Educational Attainment

It has been widely recognized that language instruction that integrates technology has become popular, and has had a tremendous impact on language learning process whereas learners are expected to be more motivated in a web-based Computer assisted language learning program, and improve their comprehensive language ability. Thus, the present paper examines English as a foreign language students' motivation level in using web-based Computer-Assisted Language Learning. The sample group of the study consisted of 126 learners of English as foreign language at preparatory school of Inonu University. The data were used to provide a descriptive and correlational analysis to address the research questions. The results indicate that there is a significant correlation between motivation level and the degree of importance of learning English for the participant while the relationship between motivation level and some other variables such as age, gender, grade, compulsory and voluntary states, types of their high school, parents' educational background, the time period of the participant's language learning process and the experience towards computer use was not significant. Finally, some practical recommendations were noted. (Contains 1 table.) [This paper was published in the proceedings of the International Educational Technology Conference (IETC) (Istanbul, Turkey, April 26-28, 2010). p1367-1369.]
Curiosity-Based Learning (CBL) Program
Author: Binson, Bussakorn
Date: 2009-12-00
Type: Journal Articles
Subjects: Educational Methods,Personality Traits,Active Learning,Inquiry,Teaching Methods,Foreign Countries,Constructivism (Learning),Models,Higher Education,Learning Theories,Music,Music Theory

This paper describes a series of experiential educational exercises developed to better engage and more effectively educate master degree students in the necessary foundation skills that comprise a true scholar. It was developed from the atmosphere of viewing the initial disengagement of my students while at the same time recalling, as a student, my own boredom and frustrations with traditional educational methods. As a Chulalongkorn University instructor with over 23 years of classroom experience, the author would like offer the colleagues this effective program that has been fine-tuned over the last 6 years. The program is a 6 step process that includes multi-modes of student self-expression and processes. They are expected to represent their ideas orally, in writing and diagrammed visually while learning the effectiveness and appropriateness of each. The example described in this paper was developed to prepare students entering Chulalongkorn's ethnomusicology program on anthropological theories, but its core activities were already generalized and easily applicable to most subject areas. (Contains 7 figures.)
A Comparative Study of History Interests between American and Chinese College Students
Author: Dan, Yong-jun
Date: 2009-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Interests,United States History,Asian Culture,History,Comparative Analysis,Cross Cultural Studies

The purpose of this study was to compare the history interests between American and Chinese college students. Research studies have consistently shown that American students have very limited knowledge on their country's history. American college students usually do better than K-12 students, but their scores are still low. To address the issue, it is important to understand their history interest. By conducting a cross-nation comparison between American and Chinese college students, the authors found that American students had lower history interest than their Chinese counterparts, but the difference only existed on their positive feeling toward history. Suggestions have been made on how to increase American students' involvement in the history subject. &quot;History interest inventory (college students)&quot; is appended. [Part of this paper was presented at the International Conference of Chinese American Education and Research Association, San Diego, CA, April 12-13, 2009.]
Learning for the Natural Environment: The Case against Anthropocentrism
Author: Horsthemke, Kai
Date: 2009-10-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Global Approach,Biodiversity,Human Body,Power Structure,World Views,Sustainability,Educational History

The world (Africa in particular) is in a progressive state of environmental crisis, caused by global warming, loss of biodiversity, human overpopulation, pollution, massive deforestation and desertification, urbanization and many other environmental problems and risk factors. For several commentators and theorists, part of the solution resides in the provision of pertinent and adequate education, including environmental education. The present paper briefly examines the history of environmental education, internationally and in South Africa, and some of its most prominent current trends and issues, before critiquing its general orientation. Arguing against what appears to lie at the heart of environmental education and literacy, namely anthropocentrism (ideas like &quot;education for sustainable development&quot;), the paper urges a radical rethinking of its central concerns and modus operandi, in terms of facilitating learning for the natural environment. In other words, in order to live up to its promise of contributing towards life beyond the twenty-first century, such learning must include the realization that nature matters in and for itself. &quot;The architecture of moral status (adapted from Horsthemke, 1993)&quot; is appended. (Contains 4 footnotes.)
A Model Formative Assessment Strategy to Promote Student-Centered Self-Regulated Learning in Higher Education
Author: Bose, Jayakumar
Date: 2009-12-00
Type: Journal Articles
Subjects: Feedback (Response),Higher Education,Formative Evaluation,Adult Learning,Adult Students,Colleges,Models,Essays,Foreign Countries,Outcomes of Education

Adult learners are already involved in the process of self-regulation; hence, higher education institutions should focus on strengthening students' self-regulatory skills. Self-regulation can be facilitated through formative assessment. This paper proposes a model formative assessment strategy that would complement existing university teaching, and can be used in higher education to promote student-centered self-regulated learning with minimal effort and time input from teachers. Based on this model, a real-world teaching example on writing an essay as a challenge task has also been developed. This model strategy incorporates Nicol and Macfarlane-Dick's seven principles of good feedback practice that promotes self-regulation. (Contains 2 tables and 1 figure.)
Sexual Health and Behavior of Mentally Retarded Pupils in Japan
Author: Tsutsumi, Angela Aparecida
Date: 2009-10-00
Type: Journal Articles
Subjects: Sex Education,Foreign Countries,Misconceptions,Students,Mental Retardation,Comprehensive School Health Education,Special Needs Students,Social Attitudes,Questionnaires,Parent Attitudes,Teacher Attitudes,Children,Adolescents,Special Education

Sex education has always been a controversial topic. Although sex education at schools has improved in general, sex education for mentally retarded pupils still encounters prejudice and conservatism as a result of several misconceptions about the subject. This research was performed in the form of a survey of opinions about sex education in special classes in ordinary public schools for mentally retarded pupils in Tokyo, Japan. Information was collected through written questionnaires distributed to teachers and parents of pupils of both sexes, whose age range was between 7 and 16 years. This work aims to stimulate an open and broad discussion, as well as to help teachers and parents to improve their knowledge about the subject. In addition, it provides data to outline a more specific program in sex education for mentally retarded pupils.
Hong Kong Students' Approaches to Learning: Cross-Cultural Comparisons
Author: Dasari, Bhoomiah
Date: 2009-12-00
Type: Journal Articles
Subjects: Foreign Countries,Occupational Therapy,Cross Cultural Studies,Learning Strategies,Undergraduate Students,Longitudinal Studies,Educational Environment,Language Usage,English (Second Language),Language Proficiency,Student Motivation,Cultural Differences

Anecdotal evidence abounds in Hong Kong to the effect that students entering tertiary education are predisposed to a &quot;rote&quot; learning approach. With the internalisation of higher education in many countries, there is still insufficient understanding of how Chinese students approach their learning. Except few studies were conducted locally, there have been no systematic studies undertaken and there is a tendency to rely on anecdotal statements about Hong Kong students' approaches to learning. This study was designed to see if Hong Kong Chinese students who enrolled into a 3-year undergraduate programme in occupational therapy predisposed to a surface or deep approach to learning react differently when moving progressively from one stage to the next stage in their curriculum. The study adopted a longitudinal design method and measured students' changes in their approaches to learning using the Biggs' Study Process Questionnaire (SPQ). The internal consistency reliability estimates for SPQ scales for samples of Hong Kong, Australia and UK were compared. The results of this study indicated that Hong Kong Chinese students demonstrated a higher mean for the deep approach learning and a lower mean for the surface approach, similar to other Hong Kong studies conducted in other tertiary institutions in Hong Kong and Australia.  (Contains 3 tables and 1 figure.)