ethanporcaro/eric-fulltext-meta huggingface dataset:
An Alternative to Gap-Gazing: Examining Differences within Groups and Similarities between Groups in Urban High Schools
Author: Parke, Carol S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Databases,Student Records,High Schools,Urban Schools,Enrollment Trends,High School Students,Low Achievement,Secondary School Mathematics,Racial Differences,Student Mobility,African American Students,White Students,Grade 9,Mathematics Achievement

This paper provides an illustration of how schools can use their extensive student databases in a way that goes beyond comparing differences between demographic subgroups. The urban district was already aware of the extent and nature of achievement gaps &quot;between&quot; demographic subgroups as published in accountability reports. They were in need of a more nuanced investigation of differences &quot;within&quot; subgroups to examine two areas of concern: a) decrease in student enrollment after 9th grade, and b) low student performance in high school mathematics. One result showed considerable math performance differences within the Black subgroup for students who stayed in the district all four years (cohort) versus students who &quot;exited&quot; the district at some point after 9th grade (non-cohort). Results within the White subgroup were similar.
Prominent Factors and Proposed Significant Solutions Relating to the Low Mathematics Achievement among Indigenous Populations of Western Australia
Author: Gulling, Derek
Date: 2012-00-00
Type: Journal Articles
Subjects: Low Achievement,Mathematics Achievement,Mathematics Instruction,Mathematics Skills,Indigenous Knowledge,Scores,Rural Areas,Rural Schools,Teacher Student Relationship,Geographic Location

This literature review examines the significant factors that contribute to low mathematics achievement among indigenous populations in Western Australia and the proposed solutions. All authors suggested that geographic location, or remoteness, cause significant problems for student achievement. Factors such as teacher inexperience, lack of skills, or questionable competence levels as well as cultural identities are discussed and related to poor mathematical achievement. In response to these factors causing low mathematical achievement, several significant solutions are offered to address the poor achievement results. These solutions emphasize the importance of group work and creating heterogeneous groups that allow students to connect to one another in a meaningful way. Moreover, maintaining cultural identity by using the home language is important to interactions amongst students and teachers. Finally, utilizing multiple entry points as a means to properly educate each student emphasizes placement into learning situations that require cooperation, creation of constructive ideas, and critical thinking.
Accommodating Advanced Learners: Hybrid Format
Author: Gibbs, Greg
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Advanced Students,Blended Learning,Online Courses,Program Implementation,Educational Administration,Administrator Education,Educational Change,Models,Graduate Study,Academic Standards

The article entitled &quot;Accommodating Advanced Learners: Hybrid Format&quot; deals with the moving a university program from traditional to hybrid on-line format. The process of program examination through student responses to the changing of curriculum delivery is touched upon. Elements of instructional theory are touched upon through a personal review of the way in which elements of this educational leadership program had been taught and are now moving towards a new delivery model. The model has been now in effect for 4 years and reflections of how this came to be and how it is now viewed are also present in this descriptive peace. Moving to an online delivery model is a big step for traditional faculty this article focuses on that journey as well.
Achievement Gap and Developing Cultural Competency Skills for Post-Secondary Teacher Education Program Faculty
Author: Özturgut, Osman
Date: 2013-00-00
Type: Journal Articles
Subjects: Achievement Gap,Minority Group Students,Cultural Awareness,Teacher Education Programs,Multicultural Education,Urban Areas,Teacher Educators,Cultural Pluralism,Skill Development,Consciousness Raising,Teacher Competencies,Social Justice,Racial Differences,Ethnocentrism,Intercultural Communication,Whites,Psychological Patterns,United States History

The emphasis on multicultural education and cultural competency has been a popular subject among teacher educators and scholars (Cochran-Smith, 2001; Ladson-Billings, 1995, 1999a, 1999b; Ladson-Billings, 2003, 2006; Perry, Moore, Acosta, Edwards, &amp; Frey, 2006; Sleeter, 2008, 2009; Sleeter &amp; Stillman, 2005; Sleeter, 1991, 2001, 2008; Sleeter &amp; Bernal, 2004; Nieto, 2000; Erickson &amp; Mohatt, 1982; Lindsey, R., Robins, K., &amp; Terrell, R., 2003). Teacher education programs in the United States (U.S.) are struggling to prepare competent teachers especially to teach underprivileged minority children mainly in urban areas. The argument of this paper is that the emphasis on or struggle for, if you will, a multicultural education is leading to significant handicaps within the education system in the U.S. One reason is that university professors are not necessarily taking responsibility for failing to educate culturally aware teachers for these classrooms. What we need to do is, not to associate failure with color, ethnic and cultural background but accept failure with an open heart, looking deeper into the practices of teacher education programs rather than pointing out fingers at others while distracting the whole education system. That is, we do not need to explain the failure and underachievement by the weaknesses of classroom teachers, but confront it.
Decolonizing Schools and Our Mentality: Narratives for Pedagogical Possibilities from a Former High School Teacher and Colonized Subject
Author: Orelus, Pierre
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Experience,Student Experience,Student Diversity,Foreign Policy,Neoliberalism,Standardized Tests,Educational Methods,Democracy,Social Influences,Equal Education,Social Justice

Using personal narratives as a form of inquiry, the author describes the learning experience of colonized subjects being educated in colonial-based school systems. The author goes on to juxtapose such experiences with the challenge of teaching racialized, culturally, and linguistically diverse students in a standardized test-driven driven school context such as that of the United States. Further, the author talks about the way and the extent to which the colonial legacy, sustained by western neocolonial and neoliberal policies, has continued to influence the teaching practices of teachers as well as the learning of students both in the West and so-called Third World countries like Haiti. Drawing on these experiences, the author makes suggestions as to how one can counter neo-colonial and hegemonic practices affecting the learning, the well-being, and the teaching practices of both students and teachers.
The Effect of Second Life vs. Internet Technology in a Sixth Grade Reading Classroom
Author: Alexander, Erica
Date: 2013-00-00
Type: Journal Articles
Subjects: Grade 6,Reading Instruction,Video Games,Computer Simulation,Teaching Methods,Technology Integration,Self Efficacy,Pilot Projects,Reading Comprehension,Instructional Effectiveness,Reading Achievement,Computer Games,Middle School Students,Museums,Death,Jews,European History,Student Attitudes,Novels,Benchmarking,Scores,Reading Tests,Units of Study

In America, there is a growing consensus that educational video games should be used in the classroom to meet the needs of 21st Century learners. According to the American Federation of Scientists (2006), students that &quot;have grown up with digital technology and video games are especially poised to take advantage of the features of educational games&quot; (p. 3). Because students are digital natives, educators must utilize technology in the classroom, especially computer games, to stimulate curriculum. This paper will focus on an action research study that I conducted in order to understand how Second Life can be used during sixth grade reading instruction. Research data was analyzed to determine whether or not the virtual game increased student self-efficacy and reading achievement. This was a pilot study; at the time of the investigation, there was a lack of literature in terms of the effectiveness of utilizing Second Life in sixth grade reading instruction to increase student self-efficacy and reading comprehension.
Product Management of Research and Development Centers at Public Sector Universities in Pakistan
Author: Zafar, Jam Muhammad
Date: 2017-08-00
Type: Journal Articles
Subjects: Research and Development Centers,Public Sector,Universities,Foreign Countries,Research and Development,Productivity

Research and development (R&amp;D) charts out a framework through which professionals can establish useful linkage with information and research resources to put knowledge into practice. Whilst, the research and development (R&amp;D) centers play a core role in productive management by developing collaborations among higher education institutions, modern research centers and industry. The present study aimed to analyze how much the research and development (R&amp;D) centers are active in managing research and development practices to thrive research culture at public sector universities in Pakistan. The study was descriptive in nature and a questionnaire was used as a research tool which was finalized after its pilot testing. After validation of questionnaire, researchers personally visited and involved some learned people to collect data from 23 selected universities of Pakistan. Thirty respondents from each university were randomly selected as a sample. Keeping the views of majority of the respondents in mind, it may be concluded that research and development (R&amp;D) centers are showing low efficiency while endorsing product management at public sector universities of Pakistan. The big and basic reason behind this poor product management of research and development (R&amp;D) centers is the lack of industrial setup and modern research centers.
Effect of Professional Knowledge and Feedback Communication Skills among Teachers and Students at College Level
Author: Hussain, Mazhar
Date: 2017-08-00
Type: Journal Articles
Subjects: College Students,College Faculty,Teacher Student Relationship,Interpersonal Communication,Communication Skills,Feedback (Response),Foreign Countries,Teacher Effectiveness,Teaching Skills,Teaching Methods,Communication (Thought Transfer)

Communication skills are thought to be the guts of teaching and learning method. Communication skills are sometimes outlined as interaction that builds affiliation between students and lecturers to assist them perceive one another and promote common interests. The primary objective of the research was to analyze the potency of different techniques and aspects assisting communication skills used by the teachers and the learners to deliver information in the classroom at higher education level in the Punjab, Pakistan. The population of the research consisted of all the principals and the learners of Government degree colleges. The sample of the study was comprised of 60 Principals and 1200 students out of 60 Degree Colleges. Sixty Public Sector degree colleges were selected purposively and from each college, one principal and twenty students were selected purposively. Questionnaires were used as research instrument for gathering information. Data were gathered tabulated, examined and considered by using indicates of appropriate illustrative mathematical techniques in the mild of the goals. Major conclusions showed quite similar views of students and principals regarding effectiveness of teaching skill and knowledge of the instructors.
Identification of Gaps in Service Quality in Higher Education
Author: Saleem, Muhammad
Date: 2017-08-00
Type: Journal Articles
Subjects: Higher Education,Student Attitudes,Empathy,Reliability,Expectation,College Students,Delivery Systems,Services,Foreign Countries,Sex,Responses,Student Personnel Services,Student Needs

Gap means difference between perception and expectation. Identification of gap provides an opportunity to bridge it and thus to enhance the service. Higher education is getting popularity as a service industry day by day. This study focuses to identify the gaps in service quality of higher education by using a self-developed instrument on the lines of the SERVQUAL. Two stages random sampling technique was used. A sample of 144 students from university of Gujrat, Punjab, Pakistan was selected. The information collected through the questionnaire were used to find out the expectations as well as perceptions of the students regarding five dimensions of service quality namely, responsiveness, assurance, tangibles, empathy and reliability. The service quality gaps were determined based on differences between perceptions and expectations of the students. The results show that there are gaps in all the five dimensions. The study found significant difference between perceptions and expectations of students (p &lt; 0.000).It means students' expectations exceeded their perceptions. It is recommended that the university should take steps for improvement in all the five dimensions.
Reflection-in-Action: A Stimulus Reflective Practice for Professional Development of Student Teachers
Author: Iqbal, Muhammad Zafar
Date: 2017-08-00
Type: Journal Articles
Subjects: Reflection,Faculty Development,Student Teachers,Lesson Plans,Reflective Teaching,Student Attitudes,Antisocial Behavior,Behavior Problems,Foreign Countries

Reflection to maintain classroom momentum, to overcome unwanted practices e.g. 'shyness', 'shivering' and 'repetition of words' during the process of teaching, led student teachers to shift their attention towards acquisition of professional skills during practicum. This paper examines the role of Reflection-in-Action to acquire professional skills during practicum. Quantitative data was collected from 800 student teachers through a questionnaire. Likewise, 10% of the total sample was observed to collect qualitative evidences. Descriptive analysis of the data was made to see the tendencies of the data and then variables were computed to test the hypotheses. Reflection of student teachers over students' discourteous attitudes, 'student teachers' own unwanted practices (shyness, shivering and repetition of words), class room momentum, class room discipline and reflection over hesitation to respond to students' questions nearly increased 49% chances for student teachers to smoothly complete their lesson plans. A significant relationship exists between Reflection-in-Action and smooth progression of the lesson plan. Reflection-in-action significantly contributes to wards professional development of student teachers.
A Case Study Transitioning from Traditional Face-to-Face Course Instruction to a Blended Format
Author: McDonough, Darlene
Date: 2013-00-00
Type: Journal Articles
Subjects: Blended Learning,Graduate Study,Course Evaluation,Curriculum Design,Curriculum Implementation,Outcomes of Education,Academic Achievement,Graduate Students,Case Studies,Individualized Instruction,Learner Engagement,Active Learning,Teaching Methods,Instructional Innovation,Student Centered Learning,Computer Uses in Education

This case study briefly describes the journey that one professor took in transitioning from face-to-face course instruction to a blended model at the graduate level. The blended lesson format was based on the 14 Learner-Centered Psychological Principles developed (1993) and revised by the American Psychological Association Work Group of the Board of Educational Affairs (1997). The professor developed a student survey specifically to evaluate the blended course in areas not included in the university's evaluation. After the first and second semesters, data from the professor's course evaluations as well as the student surveys were used to improve the blended course design and implementation for the third semester. The professor comments on the challenges and the advantages of the blended format for both the professor and students including the impact on student achievement.
Under the Microscope: Principal Perceptions of the Mississippi Statewide Teachers Assessment Rubric (MSTAR), a Pilot-Year Study
Author: Boggan, Matthew
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Teacher Evaluation,Scoring Rubrics,Accountability,Measures (Individuals),Elementary Secondary Education,Program Implementation,Teacher Effectiveness,Test Format,Standards,Lesson Plans,Test Items,Best Practices

The mandate that teachers are accountable for student performance has driven states to initiate new evaluation instruments for administrator use to assess teachers. This study examined leaders' perceptions of a first-time statewide accountability instrument used for teacher assessment in one southern state, with 230 K-12 principals anonymously responding. The survey was designed to cover the themes of Principal Training, Expectations, Time, Word Choice /Clarity of Directions, Equity, and Collaborative Support. It consisted of 20 statements with a 4 choice response scale from Strongly Agree to Strongly Disagree. The findings will provide feedback to the Mississippi Department of Education (MDE) for consideration in improving the evolving accountability process and add to the research on teacher evaluation systems. The results suggest that in every area some educators need more support and clarification in implementing this accountability instrument consistently and fairly.
The Role of Cooperative Learning Method in Teaching of Science Subject at Elementary School Level: An Experimental Study
Author: Najmonnisa
Date: 2017-08-00
Type: Journal Articles
Subjects: Role,Cooperative Learning,Science Instruction,Elementary School Science,Elementary School Students,Science Achievement,Foreign Countries,State Schools,Females,Single Sex Schools,Lecture Method,Experimental Groups,Control Groups,Student Diversity,Interpersonal Competence,Academic Achievement

The current study aims to report the effects of cooperative learning method on students` academic performance in the subject of Science and to identify the challenges if any while implementing cooperative learning in Pakistani classroom. The Researchers adopted quantitative approach and Quasi-experimental research design was employed. Experiment was conducted in a government girls' elementary school and lasted for 13 weeks. Experimental group received treatment and was taught with cooperative learning whereas control group left untreated and was taught with traditional lecture method. The findings of the research study suggested that use of cooperative learning significantly affected students` test scores in the subject of science. Data analysis revealed that students of experimental group performed significantly better than control group in posttest. During experiment few challenges were observed such as teachers` belief, classroom furniture, lack of learning resources etc. Study strongly recommends the use of cooperative learning in classrooms to increase students` academic performance and orientation of innovative teaching methods in pre-service and inservice teachers training programs.
Creating Student-Generated Multimedia: Benefits and Challenges for Teacher Education
Author: Graziano, Kevin J.
Date: 2012-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Multimedia Materials,Student Developed Materials,Student Development,Technology Integration,Undergraduate Students,Film Production,Course Content,Educational Benefits,Student Attitudes,Video Technology

Schools of education across the United States are increasingly required to integrate, support, and enhance technology into teacher preparation programs. This article examines the benefits and challenges of using student-generated multimedia with teacher education students. In lieu of a traditional examination or research paper, students enrolled in two undergraduate teacher education courses were required to create multimedia movies on selected course content. Results of this study are discussed in relation to six key themes of Mayer's (2001) cognitive theory of multimedia learning: &quot;integration,&quot; &quot;parsimony,&quot; &quot;narration,&quot; &quot;personalization,&quot; &quot;individual differences,&quot; and &quot;interactivity.&quot; Recommendations for further research are provided.
The Effectiveness of Content-Based Instruction in English Language Teaching
Author: Arulselvi, Evangelin
Date: 2016-00-00
Type: Journal Articles
Subjects: Course Content,Interdisciplinary Approach,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Effectiveness,College Students,Pretests Posttests,Experimental Groups,Control Groups,Language Skills,Language of Instruction,Foreign Countries,Learning Strategies,Instructional Materials,Language Tests,Achievement Tests

This study investigated the effectiveness of the Content-based instruction (CBI) method over the conventional method in learning Optional 1 English among College of Education students in the Salem District of the Tamil Nadu state in southern India. A randomized pretest, post-test, control group and experimental group design were employed. Students from the university formed both the control and experimental groups. Each group consisted of 30 learners. The t-test analysis revealed that for teaching English to these students who are non-native English speakers, CBI was more effective than the conventional method and the CBI students developed their language skills as well as gaining access to new concepts through meaningful content.
Relationship between Intrinsic Motivation and Students&apos; Academic Achievement: A Secondary Level Evidence
Author: Akhtar, Shafqat Naeem
Date: 2017-08-00
Type: Journal Articles
Subjects: Correlation,Motivation,Academic Achievement,Secondary School Students,Secondary School Teachers,Foreign Countries,Grade 10

The study was aimed to find out relationship between teacher motivation and students' academic achievement at secondary school level. A sample of 950 secondary school teachers using population proportionate to sample technique was taken out of 3168 secondary school teachers teaching in high schools of five districts of Lahore Division in Punjab. Survey technique was used to collect data through a questionnaire Motivational Orientation for Teaching Survey (MOT-SIII). The academic achievement of the students was measured by taking two year results of grade 10 students in the annual examinations conducted by Board of Intermediate and Secondary Education Lahore (BISE). The collected data was analyzed by using mean; standard deviation and Pearson &quot;r.&quot; It was found that intrinsic motivation of teachers was having strong correlation with academic achievement of the students. It was recommended that in-service teacher training programs can serve as better source for the enhancement of intrinsic motivation level of teachers.