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Descriptors:
Art Education; Advocacy; Educational Resources; Influences; Elementary Secondary Education; School Surveys; Principals; Regression (Statistics); Community Support; Educational Environment; Leadership; Financial Support; Time on Task; Art Teachers; Art Activities; Student Interests; Predictor Variables

Abstract:
The purpose of this study was to investigate advocacy influences that may impact school arts programs using data from the 2009-10 National Center for Education Statistics elementary and secondary school surveys on arts education. Regression models were employed to assess the relative effectiveness of variables representing community support, administrators' support, having arts educators in leadership roles, and school climate more generally as predictors of principals' reports of the adequacy of funding, instructional time, and number of arts specialists for arts education. Additional models were examined to determine whether these effects would remain after controlling for minority status, poverty status, and school community type. Parent/community support, including the presence of arts specialists in school leadership roles and having an arts curriculum specialist/program coordinator, had the most pronounced effects on the reported adequacy of resources. Student interest in and demand for arts education, the inclusion of arts course grades in secondary students' GPA, and the number of arts events elementary school principals attended also showed significant effects. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Attention Deficit Hyperactivity Disorder; Incidence; Stimulants; Elementary School Students; Middle School Students; School Surveys; Elementary School Teachers; Middle School Teachers; Teacher Attitudes; Drug Therapy; Identification

Abstract:
Background: Estimates of ADHD diagnosis and stimulant medication use vary across studies. Few studies ascertain the teacher perspective on these rates. Objective: To ascertain teachers' perceptions of ADHD prevalence and medication treatment within their classrooms. Method: The present school survey collected teacher report of identified children with ADHD as well as unidentified but suspected children with ADHD in an effort to determine the occurrence of ADHD and related behaviors in elementary and middle school classrooms. The number of children treated with stimulant medication was also collected. Results are grouped by elementary/middle school level. Results: Results indicated 5.58 % of elementary and 3.53 % of middle school students were identified to the teacher as diagnosed with ADHD. A comparable number were suspected to have ADHD, but were not formally identified. Three-quarters of identified elementary school, and two-thirds of middle school students, received medication treatment. Few moderators of prevalence rates were identified. Conclusion: Teacher perceptions suggest an under-identification of children with ADHD in elementary and middle school classrooms. Stimulant medication treatment wanes as children progress to middle school, per teachers' reports. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethics; Learning Theories; Social Systems; Social Influences; Role Models; Predictor Variables; Questionnaires; Moral Values; Business Administration Education; International Education; Undergraduate Study; Laws; Likert Scales; School Surveys; Influences; Behavior Standards; Behavior Theories

Abstract:
We propose Social Learning Theory as a theoretical foundation for understanding the ethical standards of future business leaders. Using data drawn from students from 115 four-year undergraduate institutions in 36 different countries, the relationships among role models, capitalism, and laws were examined. The data suggest that future business leaders educated in environments espousing all moral philosophies except virtue ethics are influenced by their role models. However, differences in unethical behavior are found as related to the social influences of capitalism and laws. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Questionnaires; Technology Uses in Education; Technology Integration; College Administration; Automation; Public Colleges; School Surveys; Higher Education; Program Implementation; Performance Factors; Hypothesis Testing; Likert Scales; Program Attitudes

Abstract:
This study investigated the application of ICT (information and communication technology) in the management of universities in the north-central Nigeria. The study was a descriptive survey. The population of the study comprised 1,294 respondents in federal and state universities (763 in federal and 531 in state universities). The sample size consists of 446 respondents, 280 in federal and 166 in state universities. These were selected through proportionate stratified random sampling technique. The instrument used for data collection was a 26-item questionnaire. Data collected were analyzed using mean and SD (standard deviation) to answer the specific research questions, while t-test statistic was used for the hypotheses. The findings of the study showed that ICT can be applied in the areas of accessing of results online, filling of students' personal data and for communication. A major constraint was non-supply of power to many universities and education centres. It was recommended among others that the federal and state government should improve on the training of students and staff in the use of ICT through seminars, workshops, and conferences. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Aviation Education; Integrated Curriculum; College Curriculum; Flight Training; Academic Education; Air Transportation; Recruitment; Sustainability; School Holding Power; Employment Potential; Undergraduate Study; Graduate Study; School Surveys

Abstract:
Universities offering aviation degree courses face a dilemma when integrating flying training, which is vocational skills training, into an academic degree programme. Whilst flying training for a pilot's licence is provided by flying schools regulated by a country's Civil Aviation Authority, the HE sector is responsible for the academic standards of related degree courses. Consequently, integrating these two aspects becomes a complex task. This paper examines the systems of three universities in Australia using a survey designed to identify the issues involved in such integration and its feasibility; and features of the courses. The paper highlights risks and opportunities for universities while considering how far they can proceed with the integration and what benefits it brings for students and universities respectively in employment and course sustainability. The findings may provide guidance for the future sustainable development of aviation courses and support the case that HEIs need to restructure aviation education by responding to rapidly shifting aviation industry requirements and international standards. The study suggests that flying training should be run independent of university degrees, and that the academic curriculum should be restructured to address aviation skills and the knowledge requirements of non-flying jobs in the aviation industry. (Contains 7 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Characteristics; Smoking; School Organization; Foreign Countries; International Schools; Social Networks; Socioeconomic Background; School Surveys; Adolescents; Social Behavior; Surveys; Predictor Variables; Track System (Education); Educational Environment; Role; Parent Background

Abstract:
This article empirically examines the effect of social background, education, and school organization on adolescent tobacco use in the Netherlands. We test theories of norm enforcing and horizon expanding social networks and distinction by examining the relationship between daily smoking behavior and school organization. Using the 2007 Dutch National School Survey on Substance Use, we find that individual student characteristics are more important predictors than school characteristics. Importantly, social background effects are clearly mediated by school tracks, suggesting that tracking helps us to explain social gradients in substance use. However, school context plays almost no role in adolescent smoking behavior. One exception concerns students in the general track, for whom we find that smoking is further reduced when they are placed in the same school organization as students of the vocational track. This is in line with the theory that tracking differences are magnified in a context where interaction between students from different tracks is promoted. (Contains 2 tables, 1 figure, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Economically Disadvantaged; Case Studies; Longitudinal Studies; Educational Assessment; Educational Indicators; Audits (Verification); Elementary Education; Fees; Access to Education; Equal Education; Critical Theory; Interviews; School Surveys; School Visitation; Enrollment Trends; Teacher Student Ratio; Institutional Characteristics; Educational Quality

Abstract:
This article provides an update on our earlier paper on the introduction by the Kenyan government in 2003 of free primary education (FPE), and its impact on low-fee private schools. First, published papers that have used our contribution as a springboard for discussion are critically reviewed. The argument and supporting evidence that the poor are not making preferred choices for low-fee private schools, but are in fact "crowded out" of government schools, are explored. It is suggested that this argument depends upon the assumption of poor quality in the low-fee private schools--lower quality than is found in government schools. This assumption is found not to be tenable, on the basis of evidence given, especially concerning pupil-teacher ratios (PTRs) and other input indicators. Second, an update is given on the data collected in 2003. Longitudinal evidence gathered in 2007, 4 years after our original data were collected, points to a dramatic increase in the number of private schools serving the slum of Kibera, Nairobi. In total 116 private schools now operate in the slum, with private school enrolment showing an increase of 130 per cent. On the important indicator of PTRs, these have increased by nearly 50 per cent in the government schools, giving an average of 88:1, compared to 28:1 in the low-fee private schools. The longitudinal findings and critical literature review are combined to suggest that low-fee private schools should be seen as partners in education for all; various ways in which international organisations are responding to the challenge of improving quality in, and extending access to, low-fee private schools are reviewed. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Experience; Mathematics Education; Mathematics Instruction; Mathematics Teachers; Teacher Education Curriculum; Teacher Educators; Elementary School Mathematics; Preservice Teacher Education; Elementary School Teachers; Teacher Background; Teacher Characteristics; Teacher Qualifications; National Surveys; School Surveys

Abstract:
This article reports on a national survey of higher education institutions in the United States to answer the question, "Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors' academic and teaching backgrounds?" We surveyed 1,926 institutions, and a faculty member from each of 825 institutions (42.8 %) participated in the survey. The survey results demonstrate that the majority of institutions are not meeting the recommendations of the Conference Board of the Mathematical Sciences (The mathematical education of teachers. American Mathematical Society, Providence, RI, "2001"), the National Council of Teachers of Mathematics (Professional standards for teaching mathematics. National Council of Teachers of Mathematics, Reston, VA, "2005"), and the National Council on Teacher Quality (Greenberg and Walsh "2008") for prospective elementary teachers to take at least nine credits of mathematics content designed specifically for them. Additionally, most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics, and most institutions do not provide training and/or support for these instructors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Information Literacy; Academic Libraries; Library Instruction; Barriers; Interests; Human Resources; Access to Computers; Distance Education; Policy; School Surveys

Abstract:
Information Literacy (IL) is recognized around the world as an essential skill for the information society. The aim of the paper is to examine the various information literacy practices in university libraries in Africa, to identify the barriers facing IL programmes in Africa, and to provide suggestions on how best to improve IL practices. A survey of five leading university libraries in Africa showed them mainly practicing IL training by means such as library tours/orientation sessions, introductory information skills classes, and teaching advanced information skills (e.g. database searching). There are, however, many barriers: a lack of interest by students, professors, and library management; inadequate human resources to teach IL; lack of facilities; low use of distance education for teaching IL, and an absence of IL policies. This column argues that university authorities in Africa and other developing countries must see the need to provide the necessary facilities such as: computers with Internet connectivity in university libraries, regular power supply, training for librarians on IT, and most of all, librarians should collaborate with other stakeholders in their institutions to ensure IL policy formulation and implementation in their institutions. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Psychologists; Counselor Training; School Psychology; Student Diversity; Accreditation (Institutions); School Surveys; Instructor Coordinators; College Programs; Training Methods; Training Objectives; Intermode Differences; Multicultural Education; Teacher Attitudes; Program Evaluation; Curriculum Evaluation; Predictor Variables; Program Descriptions

Abstract:
The purpose of this study was to investigate the degree to which differences exist between accredited and non-accredited school psychology training programs on specific characteristics of training theorized to prepare graduates for working with racially, ethnically, and/or linguistically diverse students. Training directors from each of the 237 school psychology programs nationwide were solicited to complete a brief survey on program training characteristics. Independent-samples t tests and chi-square tests of independence were used to determine the existence of significant differences in training characteristics between the two program types. No significant differences emerged between accredited and non-accredited programs on any of the training characteristics theorized as important for working with diverse student populations. The results of this study can be used to draw inferences regarding the influence of accreditation bodies on the current presence of specific school psychology training program characteristics within training programs nationwide. (Contains 4 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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