30 results
Search Results
2. Race talk tensions: practicing racial literacy in a fourth-grade classroom
- Author
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Daly, Annie
- Published
- 2023
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3. Remote elementary education: a comparative analysis of learner development (part 1)
- Author
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Kleinke, Stefan and Cross, David
- Published
- 2022
- Full Text
- View/download PDF
4. Remote elementary education (Part 2): grade-level comparative analysis with control
- Author
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Kleinke, Stefan and Cross, David
- Published
- 2022
- Full Text
- View/download PDF
5. The writing performance of elementary students using a digital writing application : Results of a teacher–librarian collaboration
- Author
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Baker, Sheila F. and Lastrapes, Renée E.
- Published
- 2019
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6. K-5 social studies content standards: investigating critical thinking for informed action
- Author
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Odebiyi, Oluseyi Matthew
- Published
- 2021
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7. Hierarchical discourse in elementary social studies: a teacher's view of decision-making
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Huck, Adam
- Published
- 2020
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8. Social studies from a care ethics perspective in an elementary classroom
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Rabin, Colette and Smith, Grinell
- Published
- 2017
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9. Reflecting on a social studies-mathematics day : Integrating content using multicultural perspectives
- Author
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Araujo, Blanca, Uribe Florez, Lida, and Goenaga Ruiz de Zuazu, Adriana
- Published
- 2017
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10. Developing theoretical coherence in teaching and learning: case of neuroscience-framed learning study
- Author
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Tan, Yuen Sze Michelle, Amiel, Joshua Johnstone, and Yaro, Kwesi
- Published
- 2019
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11. Building democratic citizenship competencies in K-5 economics through analysis of popular culture
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Casey, Erin M. and Casey, Jay H.
- Published
- 2019
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12. Using children’s search patterns to predict the quality of their creative problem solving
- Author
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Olivares-Rodríguez, Cristian, Guenaga, Mariluz, and Garaizar, Pablo
- Published
- 2018
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13. Doing democracy through simulation, deliberation, and inquiry with elementary students
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Payne, Katherina Ann, Hoffman, James V., and DeJulio, Samuel
- Published
- 2017
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14. Examining elementary school teachers’ integration of technology and enactment of TPACK in mathematics
- Author
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Urbina, Angela and Polly, Drew
- Published
- 2017
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15. Mandated curricula as figured world : A case-study of identity, power, and writing in elementary English language arts
- Author
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Brownell, Cassie J.
- Published
- 2017
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16. Tally Ho Boys' Training Farm, Aboriginal children and the intersection of school, welfare and justice systems, 1950s–1960s.
- Author
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Marsden, Beth
- Subjects
INDIGENOUS children ,INDIGENOUS Australians ,SCHOOL children ,JUSTICE administration ,ELEMENTARY education ,CHILD care - Abstract
Purpose: This paper draws on the archival records of the Victorian Education Department, literature produced by the governing authority of Tally Ho (the Central Mission), and newspaper reports produced in the mid-20th century about school and education at Tally Ho. This paper also draws on material from the Victorian Aborigines Welfare Board and the Northern Territory Department of Welfare, as well as two historical key government inquiries into the institutionalisation of children. Design/methodology/approach: This paper uses Tally Ho Boys' Training Farm as a case study to examine the intersection of welfare systems, justice systems and schooling and education for Aboriginal children in institutions like Tally Ho in the mid-20th century. Further, it provides perspectives on how institutions such as Tally Ho were utilised by governments in Victoria and the Northern Territory to pursue different agendas – sometimes educational – particular to Aboriginal children. This paper also explores how histories can be reconstructed when archives are missing or silent about histories of Aboriginal childhood. Findings: This paper demonstrates how governments used Tally Ho to control and govern the lives of Aboriginal children. By drawing together archives from a range of bodies and authorities who controlled legislation and policies, this paper contributes new understandings about the role of institutions in Victoria to the assimilation policies of Victoria and the Northern Territory in the mid-20th century. Originality/value: Scholarship on the institutionalisation of children in the post-war era in Victoria, including the ways that schooling and justice systems were experienced by children living in care, has failed to fully engage with the experiences of Aboriginal children. Historians have given limited attention to the experiences of Aboriginal children living in institutions off Aboriginal reserves in Victoria. There has been limited historical scholarship examining the experiences of Aboriginal and Torres Strait Islander children at Tally Ho. This paper broadens our understandings about how Aboriginal children encountered institutionalisation in Victoria. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
17. Inequality of opportunity among Indonesian school children: Education, electricity and clean water.
- Author
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Indra, Indra, Nazara, Suahasil, Hartono, Djoni, and Sumarto, Sudarno
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ELEMENTARY education ,EDUCATIONAL equalization ,EQUALITY - Abstract
Purpose: The purpose of this paper is to analyze the inequality of opportunity among Indonesian school-age children from 2002 to 2012. It focuses on the possibilities of accessing basic needs, such as primary education, secondary education, electricity and clean water. Design/methodology/approach: This paper used three interrelated indicators, namely, coverage access rate, dissimilarity index and human opportunity index. It also applied Shapley decomposition to measure the contributions of each determinant of inequality opportunities. These data were obtained from the National Household Survey conducted in 2002-2012. Findings: This study revealed that the level of access to all basic needs, except clean water, was likely to increase with even distribution during the observation period. Moreover, the decomposition results showed that the education of household heads, household income and region (rural-urban) were the main contributors to the total inequality of opportunity. Originality/value: This study on the inequality of opportunity is interesting, for it is tightly related to inequality of outcome, i.e. income, expenditure and wealth. It is arguable that the inequality of outcome, nowadays, is a reflection of the past inequality in basic opportunities. Thus, the exploration of potential inequality drivers begins to be increasingly important, as it can assist the policymakers in drawing effective policies to repress the increasing trend of future inequality. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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18. Does financing universal elementary education reduce interstate disparity?
- Author
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Prakasam, Geetha Rani
- Subjects
ELEMENTARY education ,RESOURCE allocation ,EDUCATION ,RIGHT to education ,SOCIAL impact ,SOCIAL development - Abstract
Purpose -- The purpose of this paper is to examine resource allocation under the centrally sponsored scheme Sarva Shiksha Abhiyan (SSA) and its impact on development of elementary education in India. First, the author describes the current educational disparity across states in terms of state funding. Second, the author shows that interstate disparities in education resources have more to do with capacity of states to finance elementary education. For this, the author examines funding mechanism under SSA, focusing on principles of adequacy and absorptive rates. Third, the author analyzes the impact of additional funding on the progress of elementary education across states. Fourth, the author demonstrates how funding under SSA reinforces rather than reduces interstate disparity in school funding. Finally, the author concludes with certain policy implications for reforming federal transfers in Right to Education (RTE)-SSA, which can easily be extended to Rashtria Madhya Shiksha Abhiyan (RMSA) to be more responsive to educational inadequacy, effort and capacity across states. Design/methodology/approach -- The author uses box plots for illustrating interstate disparity across various indicators on financing and growth of elementary education. Box plots are good at portraying extreme values and illustrate differences between distributions. Because the thrust of the paper is examining difference in distribution across and within states, box plots appropriately portray the distribution of both. Further, coefficient of variation is estimated in education funding and its impact variables. Findings -- Interstate disparity in additional to the funding of SSA through discretionary transfers is examined by looking at two principles of inter-governmental transfers, viz., adequacy and absorptive rates. In a way, it appears that the educationally backward states getting the highest shares and also as per the requirement of the child population, but not necessarily so in terms of their relative proportions of enrolment, schools and teachers. Yet another revelation is that actual absorptive rates are much less than apparent absorptive rates. Unambiguously, additional resources coming from the Center for Development of Education can have a positive influence only after states have achieved a certain threshold level of absorptive capacities. As evidenced, fiscal disability is not compensated by transfers via SSA, as matching shares are uniform across states. Research limitations/implications -- One significant limitations of the study is its use of administrative data. Often, administrative data from developing countries especially on social sector like education report inflated figures. The study uses primarily such but published secondary data sources. Practical implications -- Finally, the author suggests certain policy implications for reforming federal role in the current RTE-SSA, which can easily be extended to RMSA, a CSS in secondary education, to be more responsive to state effort and capacity. Social implications -- Though SSA attempts to address regional imbalance, the accumulated initial advantage of better-off states with uniform norms under SSA funding widens the interstate disparity rather than reduce it. It is, hence, mandated to look at building capacities and enable states for a level-playing field. Originality/value -- It adds value to existing studies in two ways: rarely studies examine SSA expenditures and its impact on development and financing of elementary education, and examine a question on horizontal equalization mechanism whether additional allocation under SSA induce or reduce interstate disparity. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
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19. The Open Wings project.
- Author
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Pyrini, Nancy, Varonis, Orestes Johns, and Varonis, Evangeline Marlos
- Subjects
SELF-managed learning (Personnel management) ,ATTITUDE change (Psychology) ,INTERDISCIPLINARY education ,INFORMATION technology ,EDUCATIONAL innovations - Abstract
Purpose - The purpose of this paper is to report the implementation and outcomes of the "Open Wings" project, a continuing effort to create a community of self-directed elementary school learners and to enhance their homonomy. Technology-enhanced international videoconference presentations resulted in both knowledge gains and attitude changes. These, in turn, inspired creative, collaborative interdisciplinary projects through which students demonstrated that they could embed themselves in contexts that contribute to homonomous identification and development. Design/methodology/approach - Over the 2015-2016 school year, interactive international videoconferences were delivered to first and sixth grade classrooms in two elementary schools in Athens, Greece. Topics included a personal immigration story and responsible citizenship. Impact was measured quantitatively by a pre-test/post-test design that measured changes in knowledge and attitudes and qualitatively by student group projects at six stations inspired by e-reflect methodology. Findings - Students demonstrated gains in factual knowledge and changes in attitudes toward immigrants and refugees. Individual and group work at each station revealed that they could plan, research, and present projects that demonstrated their personal sense of self and their place in the community. Originality/value - With many in Greece directly affected by the economic crisis and an influx of refugees and immigrants, students feel they have no control over their lives and become fearful of outsiders. Even when resources are limited, innovative use of learning technologies can help educate students in the prescribed curriculum and guide them beyond hopelessness to see themselves as empowered individuals who can enrich their own lives and those of their communities. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
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20. A liminal approach to parents in leadership positions in schools with students of high socioeconomic background in Israel.
- Author
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Addi-Raccah, Audrey and Friedman, Noa
- Subjects
EDUCATIONAL leadership ,HIGH school students ,PARENTS ,SCHOOL principals ,ELEMENTARY education - Abstract
Purpose: Parents' collective involvement in their children's education takes the form of holding leadership positions in schools. Employing the concept of liminality, which is used in anthropological and sociological approaches, the purpose of this paper is to explore the features of parent leadership in schools (PLS). Design/methodology/approach: Interviews were conducted with 18 individuals: 11 chairpersons and 7 members of the parent leadership of 11 primary schools in Israel attended by students of high socioeconomic backgrounds. Findings: Data analyses disclose PLS as a liminal framework, which constitutes both formal and informal dimensions, whether these be its in-school limited activities or out-of-school actions in introducing change and supporting the institutions. PLS's functions are restricted by school principals, but simultaneously enhance school principals' position. Practical implications: The study's findings carry implications for school collaboration with external entities. School principals need to support PLS and keep encouraging entrepreneurship, creativity and innovation. There is a need for acknowledging the value of PLS's contributions whereas policy makers must provide more guidelines and support to parent leaders. Originality/value: The study focuses on exploring the position of collective parental involvement in schools. This issue is of significance in a time where parents gain more responsibility over their children's education and schools support more collaborative relationships with external agencies. The study highlights the benefits of parents in leadership positions for school benefits and for school principals' legitimacy, from the approach of liminality. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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21. Quick response code scanning for children's informal learning.
- Author
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Chung, Tingting, Wilsey, Stephanie, Mykita, Alexandra, Lesgold, Elaine, and Bourne, Jennifer
- Subjects
NONFORMAL education ,MOBILE learning ,TWO-dimensional bar codes ,ELEMENTARY education ,FIELDWORK (Educational method) - Abstract
Purpose Mobile technologies, such as QR codes, play a particularly important role in scaffolding the child user's active learning in informal environments. The purpose of this paper is to examine the impact of QR code scanning on two informal learning outcomes: increased interest and greater knowledge understanding.Design/methodology/approach In total, 91 children and their families participated in the study as part of the iQ Zoo Project. Children in both the smartphone group and the control group completed were assessed qualitatively and quantitatively before and then after their zoo visits.Findings Qualitative findings suggest that most children's interest in learning about animals was sustained as a result of the experience. Quantitative results reveal that QR code scanning was effective in promoting knowledge gains, especially on subjects that are challenging for the informal learner. Findings were comparable across the younger (5–8) and older (9–12) age groups.Originality/value This study provides empirical support for the value and usefulness of mobile technologies such as QR code scanning for children's learning in informal environments. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
22. How schools function in the districts affected by left-wing extremism in India.
- Author
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Yagnamurthy, Sreekanth
- Abstract
Purpose – The present paper provides an educational status related to instructional days at elementary level in the districts identified as focus districts of left-wing extremism (LWE). The focus districts are those which have high intensity and presence of LWE. Educational development is not only influenced by the LWE, but many others, such as socio-economic, political and cultural, etc. Accordingly no direct correlations can be drawn between low educational development or otherwise with the influence of LWE. However, instructional days in school is an important physical indicator on school functioning. Design/methodology/approach – The research is based on the secondary analysis of District Information System for Education (DISE) data, which provides comprehensive information of school-based indicators, facility indicators, enrollment based indicators and teacher-related indicators for every year. The DISE data relating to number of instructional days for the years 2005-2006 to 2009-2010 is studied among the districts identified as LWE districts. For the purpose of analysis, the number of days is classified into seven categories, and the schools functioning at district level is analyzed. Findings – Education is critical in the LWE districts, which are areas with low literacy, large percentage of rural and backward sections of population. It was found that though there is an apparent improvement in the schools functioning, still number of schools fell under the category low/non-functional schools. In two out of five years, other districts had significantly lower average instructional days than focus districts. Hence, in terms of instructional days the situation is not all that bad. Research limitations/implications – The study is based on the secondary analysis of the DISE data. A large data related to number of students goes unaccounted and unregistered. The data is analyzed on mean instructional days at district level. Further down at sub-district and village level could provide a much more realistic picture. Originality/value – The research paper analyzes the number of instructional days, which is an indicator that provides the basic empirical information related to schools functioning. Before policy makers can think of quality, it is pertinent to know whether the schools are working for the number of days that they are expected to. As of now hardly any study has taken place to provide information on the LWE districts in relation to elementary education. [ABSTRACT FROM AUTHOR]
- Published
- 2013
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23. Exploring exemplars in elementary teacher education: Arts-centered instruction for social justice.
- Author
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Dobrick, Alison Asher and Fattal, Laura
- Subjects
ELEMENTARY school teachers ,SOCIAL justice ,ELEMENTARY education ,SOCIAL sciences education ,STANDARDS ,ART ,EDUCATION - Abstract
Purpose - Educators who teach for social justice connect what and how they teach in the classroom directly to humanity's critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today's teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue. Design/methodology/approach - This paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social justice. Teacher-candidates envisioned, planned and taught effective, engaging, standards-based learning experiences that began with children's literature and led to artistic expression. Findings - Through lessons like these, teacher-candidates learned to meet arts, social studies, and literacy standards while building the skills and attitudes their students need as "citizens of the world". Research limitations/implications - Elementary teacher education programs can help teacher-candidates to prepare for the challenge of teaching for social justice by integrating the arts with core academic areas, including social studies. Practical implications - This integrated model suitably serves our current, mathematics- and literacy-focused, assessment-saturated school system. Pre-service teachers learn to plan and teach integrated learning activities. They learn practical ways to infuse the arts in both their field experience and future classrooms. Social implications - When the arts are central in education, students benefit in numerous important ways, developing critical and creative thinking skills, empathy, self-awareness, and the ability to collaborate with others productively. The arts, essential to humanity since the dawn of civilization, thus serve as a natural focal point for education for social justice. Originality/value - The innovative methods involved in this study, in which subject areas throughout the elementary teacher education program are integrated in one meaningful, practical, applied lesson on social justice, represent a practical, original, and valuable way to enhance teacher education programs' focus on social justice. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
24. Looking closer at reading comprehension.
- Author
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Ortlieb, Evan and McDowell, F. D.
- Subjects
READING comprehension ,ELEMENTARY education ,LITERACY ,PRIMARY education - Abstract
Purpose Reading comprehension levels of elementary students have not significantly improved in the twenty-first century, and, as a result, the need for systematic and intensive reading interventions is as high as ever. Literacy clinics are an ideal setting for struggling readers to experience success through the implementation of a cyclical approach to individual assessment, planning, instruction and evaluation. Yet, additional research is needed to create current and relevant models of literacy clinics for today’s diverse learners. This paper aimed to measure the effects of an experimental approach to reading comprehension instruction for third graders within an off-campus literacy clinic; the intervention involved a scope and sequence of comprehension strategies in which students had to demonstrate skill mastery before progressing to the next skill.Design/methodology/approach This investigation used a classic controlled experiment design by randomly assigning half of the literacy clinic participants (30) to either a control or experimental group. The previous year-end’s Criterion-Referenced Competency Test (CRCT) scores of the participants were used as indicators (or base lines) of each participant’s preexisting level of reading achievement.Findings There was a statistically higher achievement rate in the experimental group as measured by the CRCT statewide assessment with a Cohen’s effect size value (d = 0.79) suggested a moderate to high practical significance.Practical implications This study’s findings are relevant to those involved in literacy remediation, including literacy clinic directors, preservice educators and curriculum directors.Originality/value This paper is one of a kind in that it is the first to trial a scope and sequence of evidence-based comprehension strategies for comprehension improvement in primary school students. The findings call for major changes to thinking about how we improve students’ reading skills by focusing on depth rather than breadth. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
- View/download PDF
25. Predicting elementary student teachers' technology acceptance.
- Author
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Anderson, Susan E. and Groulx, Judith G.
- Subjects
STUDENT teachers ,SELF-efficacy ,MULTIPLE regression analysis ,ELEMENTARY education research ,EDUCATIONAL technology research - Abstract
Purpose - The purpose of this paper is to evaluate intrinsic factors associated with student teachers' intentions to integrate technology during their first year of teaching in elementary school classrooms. Design/methodology/approach - The researchers surveyed 103 undergraduate teacher candidates who had completed student teaching. The survey measured five factors derived from three inter-related theoretical models. A four-step hierarchical multiple regression analysis determined the contribution of each variable (value beliefs, self-efficacy beliefs, perceived ease of use, and subjective norm) to the prediction of intentions. Findings - The best predictors were subjective norm and perceived ease of use, which predicted 65 percent of the variance in intentions. Student teachers tended to anticipate using technology in their future classrooms when they perceived that significant others expected them to do so and thought that it would be relatively easy to accomplish. Most believed that technology integration would be effective and were confident that they could accomplish it; however, their value and self-efficacy beliefs were not the best predictors of their intentions to integrate technology in elementary classrooms. Originality/value - This study contributes to the literature on modeling technology acceptance in education. The model developed is unique compared to those presented in related studies. The results provide insight into factors associated with elementary preservice teachers' intentions to integrate technology and highlight the close association between intentions and subjective norm at a crucial transition point in new teacher development. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
26. E-textbooks in ESL classrooms: are learners on board?
- Author
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Al-Ali, Sebah and Ahmed, Azim
- Subjects
ELECTRONIC textbooks ,ENGLISH language education ,CLASSROOMS ,SCHOOL integration ,ELEMENTARY education - Abstract
As publishers and academia swiftly head towards e-textbooks, it is important to understand how students feel about using e-textbooks as a primary learning tool. This paper discusses results of a small-scale study looking into how a group of language learners view and use e-textbooks as learning tools in ESL classrooms. The paper concludes by offering teaching implications that could ease integrating e-textbooks in language classrooms in a more effective and efficient manner. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
27. The organizational health of high schools and student proficiency in mathematics.
- Author
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Smith, Page A.
- Subjects
ACADEMIC achievement ,SCHOOL environment ,STUDENTS ,HIGH schools ,ELEMENTARY education ,EXAMINATIONS ,EDUCATIONAL tests & measurements - Abstract
School climate has been associated with the academic achievement of students. The purpose of this study was to extend that body of research by examining the organizational health of a typical set of high schools in the state of Ohio. In particular, the focus was on the organizational health of high schools and mathematics proficiency as defined by the percentage of 12th grade students who passed the Ohio Proficiency Examination in Mathematics. [ABSTRACT FROM AUTHOR]
- Published
- 2002
- Full Text
- View/download PDF
28. Education under the municipal administration in Pakistan.
- Author
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Ishtiaq Ahmed Choudhry
- Subjects
ELEMENTARY education ,EDUCATION ,MUNICIPAL government - Abstract
The elementary education system in Pakistan is fragmented into state controlled, municipal, and private education. The first is over-controlled under the hierarchical structure, without any system of accountability or democratic control and is subject to political intervention. In urban areas, elementary education is totally left to the municipalities. Owing to their multi-purpose nature, lack of clarity in the local government laws, and absence of central discipline and administrative control, the real interest of education could never be guaranteed among the municipalities. The political and administrative élite are fulfilling their educational needs from private sector, which is expanding speedily under the auspices of the government. Practically, State and Municipal education is left only to the poor people, who have no say in society. In such circumstances the only option is the establishment of the “education authorities” at division, district or the local level. This step will ensure the involvement of the related interests in planning, administration and maintenance of the educational institutions. It will also enhance a sense of participation and accountability among the educational community and equip the system with local knowledge. [ABSTRACT FROM AUTHOR]
- Published
- 1999
- Full Text
- View/download PDF
29. Best practices in information technology (IT) management: insights from K-12 schools' technology audits.
- Author
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Steve O. Michael and Michael, Steve O.
- Subjects
INFORMATION technology ,ELEMENTARY school curriculum ,STUDENTS ,ELEMENTARY education - Abstract
Information regarding best practices of information technology (IT) management in K-12 schools provides school leaders with a basis for developing their own IT systems or evaluating their existing systems. Important as this information is, limited literature coverage exists on this topic. Over 100 technology audits conducted by graduate students in school organizations in north-east Ohio in the United States have yielded insights of best practices that school leaders should find useful. The insigh ts discussed in this article include attention to the access rate of users, leadership promise, technology planning, staff development, technical support, strategic hardware and software procurement, the technology budget, and an expanded view of infrast ructural facilities. The article concludes with recommendations to school leaders who are interested in taking their IT practices to another level of excellence. [ABSTRACT FROM AUTHOR]
- Published
- 1998
- Full Text
- View/download PDF
30. Networking for K-12 education: the federal perspective.
- Author
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Anu Vedantham and Laura Breeden
- Subjects
EDUCATIONAL technology ,ELEMENTARY education ,EDUCATIONAL change ,EDUCATION ,INFORMATION technology ,COMPUTER network resources - Abstract
Explains the need for quality educational technology in our schools and notes the contributions of existing technology in improving education. Describes the potential that telecommunications network technology holds for revitalizing American education. Out-lines the major federal programs that provide policy guidance and funding assistance for educational institutions to access and contribute to the evolving National Information Infrastructure (NII), and summarizes federal activities to date. In particular, describes the relevant experiences of the first year of the Telecommunications and Information Infrastructure Assistance Program (TIIAP) which is part of the National Telecommunications and Information Administration (NTIA) at the Department of Commerce. Contact information for all federal programs is provided as well. [ABSTRACT FROM AUTHOR]
- Published
- 1995
- Full Text
- View/download PDF
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