Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 15538. Next 10 >>
1. Why Are There Proportionately More Poor Pupils Enrolled in Non-State Schools in Urban Kenya in Spite of FPE Policy? (EJ857537)
Author(s):
Oketch, Moses; Mutisya, Maurice; Ngware, Moses; Ezeh, Alex C.
Source:
International Journal of Educational Development, v30 n1 p23-32 Jan 2010
Pub Date:
2010-01-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Educational Needs; Private Schools; Elementary Education; Economically Disadvantaged; Slums; Foreign Countries; Public Schools; Developing Nations; Low Income Groups; Program Implementation; Role of Education; Educational History; Educational Finance; Educational Change; Educational Environment; Educational Development; Educational Policy; Public Policy; Policy Analysis; Economics; Supply and Demand; Educational Supply; Access to Education; Educational Demand
Abstract: One of the conundrums of free primary education (FPE) policy in several countries in Sub-Saharan Africa is the "mushrooming" of fee-paying private schools. Several researchers have become interested in studying this phenomenon and have raised the question--does free primary education meet the needs of the poor? Emerging voices among this group of researchers suggest that the impact of FPE, particularly in meeting the educational needs of the poor may be over-stated in situations where the poor still utilize what is referred to as "private schools for the poor". The concerns expressed by those voicing this point of view point to the question of why the poor choose fee-paying [low quality] private schools when there is, presumably a free state school? To respond to this question and to contribute to this debate, this paper adopts the excess demand and differentiated demand frameworks to analyse how slum (poor) and non-slum (non-poor) parents utilize education in Nairobi, Kenya following the implementation of free primary education policy in 2003. We conclude that the answer to the "mushrooming" of private schools for the poor is "excess demand". As to whether free primary education meets the needs of the poor, we argue that where supply does not match demand excess demand is likely to arise in the initial stages. We recommend that what is required is greater and possibly differentiated and better targeted investment in education whereby unequals are treated unequally in order for the Kenyan government not to under-invest in the education of the poor. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. Why Do People Reject New Technologies and Stymie Organizational Changes of Which They Are in Favor? Exploring Misalignments between Social Interactions and Materiality (EJ842953)
Leonardi, Paul M.
Human Communication Research, v35 n3 p407-441 Jul 2009
2009-07-00
Descriptors: Computer Simulation; Ethnography; Organizational Change; Engineering; Human Factors Engineering; Program Implementation; Interpersonal Communication; Organizational Communication; Misconceptions; Problems; Computer Interfaces
Abstract: This article explores the relationship between users' interpretations of a new technology and failure of organizational change. I suggest that people form interpretations of a new technology not only based on their conversations with others, but also through their use of technology's material features directly. Through qualitative and quantitative analysis of ethnographic data on the implementation and use of a computer simulation technology at a major automotive firm, I show that engineers' communication with managers, coworkers, and customers led them to develop an interpretation about what the technology was supposed to do while their interactions with the material features of complementary technologies led them to develop an interpretation that the new simulation technology was not an efficient tool for that specific purpose. I show how the interpretations developed from people's material interactions moderate the effects of the interpretations developed through social interactions on willingness to use the technology in the future. I then demonstrate that, in this particular setting, engineers inadvertently stymied an organizational change of which they were very much in favor by reducing their use of the new technology. I conclude by discussing how misalignments between the information generated in users' interactions with others and with technologies' material features can lead to the failure of planned organizational change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Board's IQ: What Makes a Board Smart? (EJ842991)
Somyurek, Sibel; Atasoy, Bilal; Ozdemir, Selcuk
Computers & Education, v53 n2 p368-374 Sep 2009
2009-09-00
Descriptors: Educational Technology; Program Implementation; Program Evaluation; Case Studies; Barriers; Elementary Secondary Education; Educational Finance; Foreign Countries; Technology Integration; Internet; Computer Software; Computer Assisted Instruction; Visual Aids; Educational Policy
Abstract: The amount of investment that has been made in interactive whiteboards (IWB) in the Turkish educational system during the past several years is quite striking. This investment is part of a plan to integrate information and communication technologies (ICT) into the Turkish educational system, with the goal of increasing the qualitative and quantitative aspects of schooling. Prior to IWB investments, hundreds of thousands of computers, projectors, and printers were distributed to schools in efforts to raise a generation able to respond to the demands of the 21st century. In addition, 98% of secondary school students and 93% of primary school students were provided with Internet access via ADSL. The aim of this study is to analyze the emerging trend of smart board investment in Turkish primary and secondary schools, with consideration of problems that hinder the effective use of IWBs in classrooms as compared to previous ICT integration efforts by the Ministry of National Education. The research is designed as an evaluative case study. The required data are collected through online questionnaires, teacher and pupil interviews, and document searches from teachers and students from various Turkish primary and secondary schools. It is not surprising that the factors hindering the use of IWBs in education are similar to the inhibiting factors in previous ICT integration projects. The findings show that when the needs for in-service training, digital education materials, support, maintenance, and administration are not addressed, educational ICT is unlikely to deliver the expected results. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. A Preventive Intervention Program for Urban African American Youth Attending an Alternative Education Program: Background, Implementation, and Feasibility (EJ844916)
Carswell, Steven B.; Hanlon, Thomas E.; O'Grady, Kevin E.; Watts, Amy M.; Pothong, Pattarapan
Education and Treatment of Children, v32 n3 p445-469 Aug 2009
2009-08-00
Journal Articles; Reports - Research
Descriptors: Nontraditional Education; Substance Abuse; Intervention; Outreach Programs; Formative Evaluation; Prevention; Adolescents; African Americans; After School Programs; Program Development; Program Implementation; At Risk Students; Violence; Behavior Problems; Youth Programs; Family (Sociological Unit)
Abstract: This paper presents background, implementation, and feasibility findings associated with planning and conducting an after-school intervention program in an alternative education setting designed to prevent the initiation and escalation of violence and substance abuse among urban African American youth at high risk for life-long problem behaviors. Evolving from earlier preventive interventions implemented in clinic and school settings, the program, entitled "The Village Model of Care", consisted of structured group mentoring, parental support, and community outreach services administered to alternative education students and their primary caregiver(s) during the school year. Over a two-year intake period, 109 youth participated in the present process evaluation study. Findings from the study not only provided relevant demographic information on the characteristics of youth likely to be included in such programs but also indicated the importance of including the family in the rehabilitation effort and the need for school administrative system support for the underlying alternative education approach. The information presented in this report has a direct bearing on the planning of future prevention efforts conducted in similar settings that are aimed at reducing problem behaviors and promoting positive lifestyles among high-risk youth. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Promoting Evidence-Based Practices: The Adoption of a Prevention Support System in Community Settings (EJ845035)
Hunter, Sarah B.; Paddock, Susan M.; Ebener, Patricia; Burkhart, A. K.; Chinman, Matthew
Journal of Community Psychology, v37 n5 p579-593 Jul 2009
Descriptors: Substance Abuse; Prevention; Innovation; Prediction; Community Programs; Mental Health Programs; Program Implementation; Program Evaluation; Predictor Variables
Abstract: Prevention support systems (PSSs) are designed to help communities implement evidence-based practices (EBPs). Little is known about the factors that influence their adoption. In this article, we examined adoption of a PSS for substance abuse prevention called Getting To Outcomes (GTO)[R] among staff in two community coalitions with varying levels of exposure to it over a 2-year period. A multistage regression model was used to determine the relative predictive power of organizational, innovation-related, and practitioner characteristics on adoption. Findings indicate that GTO adoption occurred through increased exposure, especially via staff training. Perceptions of the system's complexity moderated this effect. Individuals with high GTO exposure were less likely to adopt it if they perceived it as complex. Other organizational, innovation-related, and practitioner characteristics did not predict adoption. Results from this study are useful for understanding the factors associated with PSS adoption and suggest ways to increase their use in typical delivery settings. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Effects of a Classroom-Based Intervention on Aggression-Related Injuries (EJ847508)
DeWein, Matthieu; Miller, L. Keith
Child & Youth Care Forum, v38 n4 p201-218 Aug 2009
Descriptors: Intervention; Injuries; Young Children; Classroom Techniques; Self Destructive Behavior; Aggression; Inclusive Schools; Antisocial Behavior; Program Implementation; Program Effectiveness; Parent Attitudes; Teacher Attitudes; Behavior Modification
Abstract: The researchers examined the effect of a classroom-based intervention on the frequency of aggression-related injuries occurring at an inclusive early education center. Aggression-related injuries involving five children decreased 79% following the intervention. Teachers implemented the procedures with fidelity. Treatment fidelity and child outcomes maintained during follow-up. Parents completed a survey developed by the researchers to measure parent perceptions of the impact of child aggression at home. Before and after results suggested that parent perceptions regarding the impact of child aggression at home declined following treatment. Teacher ratings suggested that teachers were satisfied with the usability of the procedures, the amount of work involved, and child outcomes. The researchers describe efforts to sustain a developing program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Implementation and Evaluation of an Early Foreign Language Learning Project in Kindergarten (EJ847649)
Griva, Eleni; Sivropoulou, Rena
Early Childhood Education Journal, v37 n1 p79-87 Aug 2009
Descriptors: Intervention; Second Languages; Second Language Learning; Kindergarten; Vocabulary Development; English (Second Language); Program Evaluation; Program Implementation; Early Experience; Foreign Countries; Preschool Evaluation; Program Effectiveness
Abstract: The purpose of present paper was twofold. Firstly, it aimed at outlining the rationale for and the process of introducing an English language learning intervention to kindergarten children in a playful and supportive environment. It focused on developing children's oral skills through participating in creative child-appropriate activities and interacting in small groups. The intervention, extended in a period of an academic year, was coordinated in two phases; in the first, "warm-up" phase, a visual approach was followed and in the second one, the basic phase of the intervention, 12 sessions of relevant topics were included, each one carried out in four steps. On the other hand, it aimed at investigating the degree to which "rule play" could contribute to oral skills acquisition and vocabulary development. For this purpose, an effectiveness study was conducted which revealed the positive effects of the intervention on early foreign language learning. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Status of State-Level Response to Intervention Policies and Procedures in the West Region States and Five Other States. Issues & Answers. REL 2009-No. 077 (ED506067)
Harr-Robins, Jenifer J.; Shambaugh, Larisa S.; Parrish, Tom
Regional Educational Laboratory West
Reports - Research
Descriptors: Early Intervention; Educational Diagnosis; Learning Disabilities; State Programs; Educational Policy; Government Role; Models; Program Administration; Program Implementation; Financial Support; Technical Assistance; Profiles; Networks; Training; College School Cooperation; Program Evaluation; Student Diversity; Regular and Special Education Relationship; Interviews; Data Collection
Abstract: Response to intervention (RTI) can be both a system for providing early interventions to struggling students and a special education diagnostic tool for evaluating and identifying students with specific learning disabilities. Contributing to the very limited literature on state-level approaches, this report describes how nine states define and support RTI at the state level. Despite the growing attention, little has been published on the state-level approach to RTI. This report expands the limited research base by providing descriptive information on state-level RTI policies and procedures in nine states: Arizona, Arkansas, California, Illinois, Nevada, New Mexico, Pennsylvania, Utah, and Washington. While the focus is on West Region states: (Arizona, California, Nevada, and Utah), RTI practices in five states outside the region (Arkansas, Illinois, New Mexico, Pennsylvania, and Washington) provide additional insights into state-level approaches to RTI. The study addresses the following research questions: (1) How is RTI defined in the nine study states, and how are RTI efforts supported at the state level? and (2) What considerations do state respondents report about developing state RTI policies and procedures, and how have their states addressed them? Four appendices are included: (1) Profiles of state approaches to response to intervention; (2) Data collection and study methods; (3) Interview protocol; and (4) Documentation review summary sheet. A list of 44 state-specific resources used in document review is also included. (Contains 4 tables, 10 notes, and 3 boxes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory West administered by WestEd.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (694K)
9. Does Site-Based Management Increase Student Achievement? (ED505985)
Muhammad, Bridgette D.
Online Submission
Reports - Descriptive
N/A
Descriptors: Academic Achievement; Educational Change; Literature Reviews; Achievement Gains; School Based Management; Educational Policy; Program Implementation; Program Effectiveness; Educational Research; Student Improvement; Educational Improvement; Administrative Organization
Abstract: The purpose of this review of literature is to determine if the literature suggests that site-based management increase student achievement. Original research findings done on 19 Michigan Title I schools using the Bureaucracy Theory, Systems Theory, and Human Resource Development Theory was reviewed. Also, qualitative studies on superintendents and principal's perceptions using organizational learning theory was reviewed, and non-experimental, descriptive research designs that compiled survey results from teachers and administrators were reviewed. The review also looked at data collected from leaders of school reform in the 21st century. The review of literature suggests that site-based management can increase student achievement if it is implemented properly. However, the literature points out that most schools districts are not fully implementing all of the core parts of site-based management as it should be, and thus are not seeing the amount of gains in student achievement that is possible. Core parts found in the literature that must be implemented are leadership, vision, support, information, communication, and power. These core parts should be done in a climate of ongoing monitoring, evaluation, and inquiry in order for site-based management to work at improving student achievement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (102K)
10. Online Resources for Identifying Evidence-Based, Out-of-School Time Programs: A User's Guide. Research-to-Results Brief. Publication #2009-36 (ED506015)
Terzian; Mary; Moore, Kristin Anderson; Williams-Taylor, Lisa; Nguyen, Hoan
Child Trends
Guides - Classroom - Learner
Descriptors: Intervention; Internet; After School Programs; Databases; Evidence; Program Effectiveness; Program Evaluation; Program Implementation
Abstract: Child Trends produced this Guide to assist funders, administrators, and practitioners in identifying and navigating online resources to find evidence-based programs that may be appropriate for their target populations and communities. The Guide offers an overview of 21 of these resources--11 searchable online databases, 2 online interactive summaries, and 8 online documents--that offer information on a range of evidence-based, intervention programs. These programs include, but are not limited to, out-of-school time programs. Issues to consider while reviewing these online resources and ways to determine where particular programs lie on a continuum of evidence are discussed. (Contains 3 tables, 1 figure, 10 endnotes, 3 footnotes and 1 exhibit.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
More Info: Help | Tutorial Help Finding Full Text | Publisher's Web Site
Help
Help