ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond the Right Answer: Exploring How Preservice Elementary Teachers Evaluate Student-Generated Algorithms
Author: Salinas, Tracie McLemore
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Introductory Courses,Criteria,Elementary School Teachers,Mathematics Instruction,Mathematics Skills,Mathematical Concepts,Mathematical Logic,Knowledge Level,Journal Writing,Notetaking,Discussion (Teaching Technique),Student Evaluation,Generalization,Validity

Tasks regularly completed by elementary teachers reveal the mathematical nature of their work. However, preservice teachers demonstrate a lack of depth of mathematical thought. This study investigated the criteria preservice teachers intuitively used to evaluate algorithms. The intent was to use that knowledge as a foundation for modeling mathematical habits of mind for similar tasks. Journal writings and notes from in-class discussions were collected over three semesters of an introductory course for future teachers. Data were analyzed to discover dominant criteria used by preservice teachers to evaluate student algorithms. Four criteria, namely efficiency, generalizability, mathematical validity, and permissibility, were routinely used by preservice teachers.
Helping Your Students with Disabilities during Their College Search
Author: Hamblet, Elizabeth C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Disabilities,Undergraduate Study,College Attendance,College Admission,Educational Trends,Federal Legislation,Academic Accommodations (Disabilities),School Counselors,High Schools,College Choice,Parent Participation,Identification

Over the past decade, the number of students with disabilities enrolling in college has increased steadily. Data are not gathered annually, but the figures compiled by the National Center for Education Statistics show that the number of undergraduates at degree-granting institutions rose from 1,508,000 in 1999 to 2,156,000 enrolled in 2003, a 69 percent increase over only four years. There is no reason to believe that this upward trend has changed in the intervening years. The recent amendments to the Americans with Disabilities Act (ADA), enacted in January 2009, are expected to add to the number of students applying for accommodations at college, as they have added to the definition of who is considered disabled. This article points out that it can be helpful for college counselors to understand the changes students will experience when they move to college. Having this knowledge will allow counselors to educate students and their families about the disability services environment at particular institutions. Counselors can encourage students and families to consider disability services as an important criteria in their college search. The first step is to have an understanding of how services work at the high school level.
Improving Developmental College Counseling Programs: Utilizing the Advancement via Individual Determination (AVID) to Motivate At-Risk Students
Author: Ensor, Kevin L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Counseling Services,At Risk Students,Program Descriptions,High School Students,Academic Achievement,College Preparation,School Counseling,Program Implementation,Profiles,Student Motivation

AVID (Advancement Via Individual Determination) is a nationally recognized program that was created in San Diego, California in 1980, and is designed to give high school students who ordinarily would not participate in rigorous, academic, college-preparatory classes the opportunity and support necessary to succeed in these higher-level classes. AVID promotes student success in rigorous college prep curriculum, and can be a valuable asset to a college counseling program. In this article, the author discusses a developmental college counseling program that he designed for the AVID participants.
Attracting High-Achieving Secondary Students through Early Admission Call-Up in an American-Style College in Lebanon: A Comparison with American Colleges
Author: Naimy, Viviane
Date: 2009-00-00
Type: Journal Articles
Subjects: Private Colleges,Foreign Countries,Early Admission,High Achievement,Secondary School Students,College Admission,Comparative Analysis,Class Rank,High Schools,College Applicants

An early admission call-up was used to attract high-achieving students to a private university in Lebanon. The call-up, which is essentially an offer of admission before the student takes any formal steps, was administered to the top 25th percentile ranked students of main feeder schools at a private university in Lebanon. Data were accrued for students who applied for admission from 2000 to 2006. The early admission call-up was made in spring of 2006, the analysis compared the top 25th percentiles academically ranked students of previous years not given the early admission call-up. In addition, the analysis compared those below the 25th percentile score subgroup. Results showed that students who were given an early admission call-up enrolled at higher rates than those at the top 25th percentile rank in previous years. It was shown that those at the top 25th percentile score had higher high school averages as compared to candidates from previous academic years. (Contains 4 tables and 2 figures.)
Reflections on where the Boys Are
Author: Behrend, Carl
Date: 2009-00-00
Type: Journal Articles
Subjects: College Applicants,Males,Disproportionate Representation,Role Models,Equal Education,Academic Aspiration,Occupational Aspiration,Gender Issues,School Counseling

Young females have "arrived" in regard to graduating from high school and attending and graduating from college. More females are currently earning PhD's than their male counterparts. Female students have been encouraged and nurtured to become a confident, task-oriented, organized group of achievers who are applying to college in record numbers. Young males need good role models, encouragement and nurturing just as much as the females. Colleges need to become more attentive to the more sensitive young men of today, especially in the admission process. High schools should promote careers for males with the same equality of message used for young females for many years. No career is just for men; it is for both men and women. No career is just for women; it is for both men and women. Prideful young males need to be encouraged at home and counseled in school to think of all jobs being open to them. In this article, the author reflects on where the boys are and calls for the recreation of gender balance in the nation's postsecondary institutions.
5 Considerations for Digital Age Leaders: What Principals and District Administrators Need to Know about Tech Integration Today
Author: Larson, Lotta
Date: 2010-01-00
Type: Journal Articles
Subjects: Principals,Technology Integration,Technology Planning,Technological Literacy,Technological Advancement,Influence of Technology,Administrator Role,Administrator Guides,Change Strategies

Technology has forever altered the way one learns and teaches, and the pace of change is only accelerating. What was hot last year or even last month may be of little interest today. How can educational leaders keep up with the daily onslaught of information when new literacies rapidly outpace traditional literacies, and access to technology and information expands exponentially? Administrators and teacher leaders have to take personal responsibility for understanding changes in tech implementation and integration in their buildings and classrooms rather than simply relying on technology support staff. It is up to the building-level staff, district personnel, and educational leaders to move schools into the digital age. In this article, the authors suggest five considerations, aligned with ISTE's NETS for Administrators, for initiating a shared vision that embeds tech integration into all aspects of learning and teaching: (1) visionary leadership; (2) digital age learning culture; (3) systemic improvement; (4) excellence in professional practice; and (5) digital citizenship.
Computing in the Clouds
Author: Johnson, Doug
Date: 2010-00-00
Type: Journal Articles
Subjects: Internet,Computer Software,Computers,Users (Information),Information Technology,Word Processing,Computer Networks,Cost Effectiveness,Educational Finance,Technology Uses in Education,Educational Technology,Administrative Change

Web-based applications offer teachers, students, and school districts a convenient way to accomplish a wide range of tasks, from accounting to word processing, for free. Cloud computing has the potential to offer staff and students better services at a lower cost than the technology deployment models they're using now. Saving money and improving efficiencies are two areas where schools can use all the help they can get. The term "cloud computing" originated from the cloud metaphor and graphic that often represent the Internet on network diagrams, because cloud computing relies on applications and file storage that reside on a network--either a local-area network, a district intranet, or the Internet itself. This article discusses several real advantages of cloud computing.
Can't We All Just Get along?
Author: Anderson, Arlene
Date: 2010-01-00
Type: Journal Articles
Subjects: Educational Technology,Information Technology,Conflict,Holistic Approach,Communication Skills,Technology Education,Paraprofessional Personnel,Listening,Problem Solving

In the world of teaching with technology, there are constant challenges. Often that leads to tension between the teachers who are using technology in the classroom and the IT techs who are charged with installing and setting up new computers, ordering new equipment, making sure software programs are up to date, and securing the system. IT techs might complain that requests for support often come from reluctant or inexperienced teachers unable or unwilling to try basic troubleshooting techniques. Teachers, on the other hand, might say they lack the skills to confidently use or integrate technology into their classrooms. Administrators might fear that teachers are using their students--who are often more knowledgeable about technology than the teachers themselves--to support classroom needs when the students should be focused on learning other things. In this article, the author talks about how mutual understanding and good communication skills can bridge the gap between educators and IT techs.
Envisioning the Future
Author: Fingal, Diana
Date: 2010-01-00
Type: Journal Articles
Subjects: Educational Technology,Prediction,Interviews,Opinions,Trend Analysis,Technological Advancement

This article presents an interview with Dave Moursund, the first executive director of the International Society for Technology in Education (ISTE). In this interview, Moursund shares his opinions about ed tech today and predictions about where it is heading.
Boundary Dynamics: Implications for Building Parent-School Partnerships
Author: Price-Mitchell, Marilyn
Date: 2009-00-00
Type: Journal Articles
Subjects: Parent Participation,Systems Approach,Parent School Relationship,Social Capital,Partnerships in Education,Communities of Practice,Social Networks,Group Dynamics,Educational Innovation,Educational Change,Educational Administration,Educational Theories

This article draws on systems theory, complexity theory, and the organizational sciences to engage boundary dynamics in the creation of parent-school partnerships. These partnerships help children succeed through an emergent process of dialogue and relationship building in the peripheral spaces where parents and schools interact on behalf of children. Historically, parental involvement and parent education programs evolved from mechanistic thinking. This review and interpretation of multidisciplinary research suggests reframing parent-school partnerships in the context of schools as learning communities that generate new knowledge and innovation as the experiences and competencies of teachers and parents interact to make tacit knowledge explicit. Knowledge society concepts including social capital, actionable knowledge, networked innovation, and communities of practice are applied to parent-school partnerships. Acknowledging vast contributions of research to current understanding of parental involvement, the article also explores the limitations of existing theoretical models and seeks to expand that understanding through the introduction of boundary dynamics and systems thinking.
School Location, Student Achievement, and Homework Management Reported by Middle School Students
Author: Xu, Jianzhong
Date: 2009-00-00
Type: Journal Articles
Subjects: Middle School Students,Homework,Urban Schools,Rural Schools,Comparative Analysis,Self Control,Self Motivation,Metacognition,Academic Achievement,Motivation,Work Environment,Grade 8,School Location,Low Achievement,High Achievement,Time Management,Attention Control,Study Habits,Surveys,Student Attitudes

The aim of this study was to examine whether student achievement and school location may influence a range of homework management strategies. The participants were 633 rural and urban students in Grade 8. These homework management strategies include: (a) setting an appropriate work environment, (b) managing time, (c) handling distraction, (d) monitoring motivation, and (e) controlling negative emotion. Compared with low-achieving students, high-achieving students reported more frequently working to manage their workspace, budget time, handle distraction, monitor motivation, and control emotion while doing homework. Urban middle school students, compared with their rural counterparts, reported being more self-motivated during homework. (Contains 3 tables.)
Seeking the Sense of Community: A Comparison of Two Elementary Schools' Ethical Climates
Author: Keiser, Kay A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Urban Schools,Suburban Schools,Urban Teaching,Elementary Schools,Student Attitudes,School Culture,Grade 4,Grade 5,Educational Environment,Ethics,Comparative Analysis,Teacher Attitudes,Teacher Student Relationship,Statistical Analysis,Peer Relationship

School climate is created through the combined culture of the adults and students within a school--both the culture they share as an organization and the diverse cultures they bring from home. This study compared the school climate of two elementary schools, one urban and one suburban, by measuring 179 fourth and fifth grade students' and 65 teachers' perceptions of their schools' ethical climates. The Elementary School Ethical Climate Index (ESECI) was utilized to factor perceptions into "teacher to student", "student to teacher/learning environment", and "student to student" interactions. For each of the ESECI subscales, two-way analyses of variance (ANOVAs) were conducted with a respondent factor (student or teacher/staff) and a community type factor (urban or suburban). While both the urban and suburban schools reported positive perceptions of school culture by students and teachers, the urban teachers were significantly less positive than their suburban peers in "student to teacher/learning environment" and "student to student" interactions, and also significantly less positive than their urban students. Results emphasize the importance of evaluating the culture of the school in an intentional, thorough manner by asking all groups for perceptions of school climate and utilizing what is uncovered to strengthen the sense of community. (Contains 3 tables.)
A Case Study of School-Community Alliances that Rebuilt a Community
Author: Brooks, Sharon M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Neighborhoods,African American Community,Educational Change,School Personnel,Case Studies,Instructional Leadership,Principals,Elementary Schools,School Districts,Interviews,Administrator Attitudes,Parent Teacher Cooperation,Parent School Relationship,Violence,Drug Use,School Safety

This case study examines how the leadership of a principal in the worst elementary school in her district, located in what William J. Wilson describes as a socially dislocated African American community, worked to change the nature of an entire community by transforming how she and her faculty communicated with parents. Drawing on data gathered from teachers, parents, and the principal through semi-structured interview questions, observations, and documentation, this study provides a vivid example of how school leaders can work effectively with the community to create meaningful change in the neighborhoods surrounding their schools. (Contains 3 endnotes and 1 table.)
Parental Involvement in Primary Children's Homework in Hong Kong
Author: Tam, Vicky C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Homework,Questionnaires,Parent Participation,Educational Attainment,Diaries,Foreign Countries,Elementary School Students,Time Factors (Learning),Age Differences,Parent Influence,School Role,Child Development,Developmental Stages,Social Class

This study draws upon an ecological perspective to examine parental involvement in homework and its relationship with primary school children's educational outcomes within the Chinese sociocultural context of Hong Kong. Data were collected using homework diaries and questionnaires administered to 1,309 pairs of students and parents spanning all six primary grade levels in 36 primary schools in Hong Kong. Results show that primary children across grade levels devote a substantial amount of time each day after school to homework assignments and revision, while parents' involvement in the homework process varies. Such variation in parental involvement is found to relate to the child's grade level as well as the parent's educational attainment. Gain in children's academic efficacy with higher parental involvement level is observed among junior primary students as well as those with parents of lower educational attainment. Implications for the school's role in involving parents in the homework process are discussed. (Contains 3 tables and 2 figures.)
Educational Leadership for Parental Involvement in an Asian Context: Insights from Bourdieu's Theory of Practice
Author: Ho, Esther Sui-chu
Date: 2009-00-00
Type: Journal Articles
Subjects: Parent Participation,Cooperation,Family School Relationship,Instructional Leadership,Foreign Countries,Social Capital,Theories

This article examines how educational leadership defines parental involvement and shapes the nature of home-school collaboration in schools in an Asian context. Results show three major types of principal leadership, or &quot;habitus&quot; of parental involvement: bureaucratic, utilitarian, and communitarian, which provide a more powerful explanation for the extent and nature of home-school collaboration than parents' &quot;capital&quot; in this context. The present article adds to the existing literature by application of Bourdieu's concepts of &quot;field&quot;, &quot;habitus&quot;, and &quot;capital&quot; to understand the relationship between principals' leadership and different types of home-school relationships. (Contains 2 tables.)
Broadening the Myopic Vision of Parent Involvement
Author: Ferrara, Margaret M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Parent Participation,Parent School Relationship,Surveys,Parent Attitudes,Teacher Attitudes,Administrator Attitudes,Attitude Measures,School Personnel,Educational Environment,Family Involvement

Parent involvement in schools--what do you believe about it? Disparate groups, like front office staff at a school, preservice teachers, teachers, school administrators, and parents respond quite differently to focus questions, which might include: What do you see as important aspects of parent involvement? What parents do you think would probably not want to be involved in parent involvement activities at the school? Do you know enough about parent involvement? Is it important to be informed anyway? Survey questions queried teachers, classified staff, parents, administrators, and preservice teachers on their perceptions of parent involvement. The purpose of this study was to unravel common threads within the data, which revealed a very narrow understanding of parent involvement. This narrow understanding needs to be broadened if, indeed, we ever want to see parent involvement as a systemic, important foundation for student learning. The study discloses that each group had a disparate view of what constitutes parent involvement. The least vocal group in this discussion is the parent; the most vocal is the teacher. The conclusion is that it is inherently important to provide training for preservice and current teachers to help broaden the often myopic vision of parent involvement. (Contains 5 tables and 1 figure.)
Aesthetic Empathy in Teaching Art to Children: The Work of Friedl Dicker-Brandeis in Terezin
Author: Wix, Linney
Date: 2009-00-00
Type: Journal Articles
Subjects: Art Teachers,Art Therapy,Aesthetics,Empathy,Children,Art Education,Teaching Methods,Educational History,Educational Philosophy,Institutionalized Persons,War,World History,Foreign Countries

This article examines the teaching approach of art educator Friedl Dicker-Brandeis as a historical antecedent to the art therapy profession. Dicker-Brandeis's philosophy and her specific methods of teaching art to children in the Terezin concentration camp in Czechoslovakia between 1942 and 1944 are described. The influence of the Bauhaus philosophy and teachers such as Itten, Klee, and Kandinsky can be traced through Dicker-Brandeis's pedagogy, with an aesthetic grounded in empathy. Aesthetic empathy was the doctrine that informed Dicker-Brandeis's art education and later, in the Terezin concentration camp, her art teaching. This legacy is part of the history of art therapy and may contribute to shaping future theory and practice. (Contains 2 figures.)
Artistic Sensibility in the Studio and Gallery Model: Revisiting Process and Product
Author: Thompson, Geoffrey
Date: 2009-00-00
Type: Journal Articles
Subjects: Art Therapy,Art Expression,Art Products,Arts Centers,Creativity,Mental Disorders,Patients,Empowerment,Group Activities

This paper examines the cultivation of artistic sensibility and its impact on the art therapy process and product in a community mental health center. Artistic sensibility embodies the sense of self as an artist through the integration of artistic and aesthetic attributes of self and other. The formation of a gallery to exhibit patient art was found to promote empowerment by embracing the patients as artists and by reframing identities, roles, and self-defining experiences. In the gallery model of art therapy, artistic sensibility extends the studio experience of the process to the art product, strengthens the creative process, and de-stigmatizes mental illness. (Contains 8 figures.)
Art Therapy Applications of Dolls in Grief Recovery, Identity, and Community Service
Author: Feen-Calligan, Holly
Date: 2009-00-00
Type: Journal Articles
Subjects: Art Therapy,Toys,Art Activities,Grief,Adolescents,Self Concept,College Faculty,Public Service,Children,Family Violence,Natural Disasters

This article reviews the history of dollmaking that is relevant to art therapy, and the application of dolls as therapeutic media in clinical and educational settings. The authors describe their experiences using dollmaking in the resolution of grief, in professional identity construction, and in community service. The article addresses the benefits of dollmaking in clinical practice, as well as for personal awareness. (Contains 5 figures.)