For various reasons, graduate students often hold the position of university supervisor.
Because this population graduates every few years, first time supervisors are relatively
common. In this qualitative case study, I explore the experiences of one graduate student
who has just completed a supervisory assignment for the first time. Instead of focusing on
the interpersonal dynamics of the supervisor’s experiences, the results of this study focus
on the supervisor’s experiences of being in a position of authority, applying academic
knowledge to practice, and understanding and interpreting professional standards into the
context of the classroom. Another aspect that is explored is how these experiences
enriched the graduate student, preparing him to be a better teacher educator. The results
indicate several benefits of the supervisory experience, and that these benefits could be
promoted as incentives for taking the position.

Through the metaphoric lenses of complexity and chaos theories, the Committee on
Institutional Cooperation’s (CIC) Summer Research Opportunity Program (SROP) is
evaluated in terms of its breadth of influence within and without institutional walls, as
well as social dogma that pervades this program and its various host institutions.
Application of these theories as metaphoric lenses, unveil patterns of influence and
dogma at both programmatic and individual levels. Such an application promises to
assist in understanding the effectiveness of the SROP program. For decades, minority
enrichment programs have sought to promote equity within education through programs
such as SROP. By examining the voices of facilitators and former student participants,
we may better understand the degree of effectiveness and ultimately the continued need
for such initiatives.

Electromagnetic fields (EMF) became increasingly a common constituent of the general and
workplace environments early in the 20th century. The biological and physiological effects of
EMF become a topic of considerable scientific researches during the past two decades. Also,
some of scientists claim that EMF causes physiological stress, producing symptoms of
tiredness and difficulty concentration. These symptoms could be able to affect the learning
environment in negative way. Considering all these points, the purpose of this study is to
investigate the effects of EMF on the learning environment of the computer laboratories. The
EMF measurements were carried out in four different computer laboratories at Marmara
University. To determine the magnitude of EMF in the computer laboratories, the exposure
level tester ELT-400 was used. At the end, it was found that the EMF levels around the UPS
devices displayed dangerous levels to health, and these results were above the exposure limits
set by International Commission on Non-Ionizing Radiation Protection (ICNIRP).

There is an imperative need to change the education pattern to achieve universal primary
education in India. Even after 60 years of Independence, India faces obstacles in
providing Education For All. This study was conducted in a primary school of Errabelly
village of Karimnager district of Andhra Pradesh, India. The study revealed that children
dropped out of school so as to assist in household and agricultural activities. It also
reveals that the dropout rate of girls is more than that of boys. The study recommended
that budgetary allocations should be increased so as to encourage the primary school
participation and provide some form of financial assistance to the students.
en36X

One of the major universal aims of educational systems is to raise human power suitable
for the requirements of information society, one of the main steps of which is to
configure the educational programs in accordance with universal interaction. The
prerequisite of this step is to use the technology in the educational environment urgently
and efficiently because the student-centred learning approach that goes along with
educational programs relies on the individual’s establishing a relationship between the
learning environment and his learning. This relationship can foster learning when
established through the help of educational technologies. Teachers bear important roles in
enabling the technology and educational program duo to achieve the best learning. The
aim of this study is to display the opinions of teachers about educational technologiesthat
have become compulsory to be used in accordance with educational programs- and
their level of being used. In this study, the scanner model is used. It was stated in a study
carried out on 112 teachers working at primary schools in the 2006–2007 Education Year
that teachers didn’t use educational technologies in their activities very often; that they
self-taught themselves how to use these technologies and that they found themselves
partially adequate.v

Historically, the persons with intellectual retardation have been neglected in most cultures. In our
African culture for instance families were concerned about their image in the society. So, they
manage to hide their retarded members in the home environment. Today, the education of the
intellectually retarded has recorded significant achievement despite the undeniable successes
education of children with intellectual retardation is still being hindered by social prejudices and
discriminations. This paper highlights the myriads of obstacles and challenges facing their
education. The presenter therefore recommends way to improve the quality of their education for
the future.

Since every class of students with hearing disability is always a heterogeneous one, the
need for establishing relationship between some intrinsic factors in these students and
their academic achievements becomes very imperative. This study therefore examined
the influence of onset of hearing loss, gender and self concept on their academic
performance in English language. 100 Senior Secondary School class III students with
hearing disability were purposively selected to participate in the study. The study also
raised 3 hypotheses to ascertain relationships between onset of hearing loss, gender, and
self concept and English language achievement. Instruments such as the self concept
scale of the Adolescent Personal Data Inventory, Adapted English Language Test and
Audiological Reports were used. Findings showed that postlingually hearing disabled
students were superior to their prelingually hearing-disabled colleagues, male students did
better than female students and student with high self concept outclassed those with low
self concept. It was therefore recommended that teachers and curriculum developers
should adequately consider these findings in teaching and curriculum development
activities.

Primary education is the core of development and progress sin modern societies.
However the quality of teachers who are to ensure the realization of the aspirations we
hold for our children has fallen below expectations. This study therefore investigated the
entry qualifications, the mode of entry into and the reasons why students enroll in
Colleges of Education. The findings showed that majority of the student teachers are not
‘good materials’ for teacher education and that only a few of them really have the
genuine desire to become teachers. Recommendations are made on how to improve on
the quality of entrants into the Colleges of Education and the teaching profession
generally.

The purpose of this study was to compare two large school districts to national studies on
what teachers believe is good and bad about their jobs and what affects a decision to stay
at or leave a position. The study consisted of five interviews of special education teachers
in varying positions, backgrounds, and years of experience. Data was collected using a
series of open-ended questions and then compared to researched literature. Although
several common themes were found, there were several significant differences.
Implications for findings were discussed. It was suggested that fostering positive
relationships among teachers in a district can have a significant affect on teacher
retention.

With all the benefits of study abroad programs for students in higher education, as
suggested in the literature, this study proposes promoting study/teach abroad programs
for faculty members. Through such programs, institutions will benefit from diversity and
promotion of study abroad programs for students will be much more efficient with
faculty members giving the account of first hand experience of their studying/teaching
abroad

What are the possibilities when teacher candidates participate in focused instruction in reader
response theory and connected opportunities to experience response to literature, then design and
implement response experiences with their elementary students? Consideration of this question led
to this study that describes teacher candidates’ knowledge about reader response theory and their
perceptions of the value and usefulness of reader response theory throughout a semester of focused
experiences in university and elementary classrooms. Through qualitative analysis, four distinct, but
related themes emerged. These themes describe teacher candidates who: 1) are at differing stages of
understanding, 2) find that responding to literature is not “normal” to the elementary students they
taught, 3) view reader response experiences as being joyful opportunities for students, and 4) make
strong connections between reader response and critical thinking.
When students in my literacy methods courses ask me how I define literature, I respond by
saying that I describe it by what it isn’t. Borrowing from Rosenblatt’s The Reader, The Text, The
Poem (1978), I say, “If someone can tell you about a book and it’s just as good as reading it, it’s not
literature.” But what does it matter if the material students are reading in elementary schools is
literature or not? Author Katherine Paterson argues eloquently for the art of literature when she
writes, “A good story is alive, ever changing and growing as it meets each listener or reader in a
spirited and unique encounter…” (1997, p. 7). But, what of those who want to interpret stories for
child readers, making sure they get the “real” meaning and can answer adult-written comprehension
questions correctly? Paterson writes, “When a lively story goes dancing out to meet the imagination
of a child, the teller loses control over meaning. The child gets to decide what the story means”
(p. 7).
With our current national focus on educational testing, it seems that the soul of reading is in
danger of being set aside for the more expedient multiple choice interrogation that is easily
converted to numbers and rankings. Often with the best of intentions, the joy and serious intellectual
activity of reading literature is taken away from children and replaced with required efferent, or
informational readings, of literary texts (Rosenblatt, 1995).
The environment a teacher creates in the classroom and the teacher’s philosophy about how
students learn plays an influential role in how students view literature (Karnowski, 1997). A teacher
in a reader response classroom would see students as active participants and decision makers in
their own learning (Rosenblatt, 1995). However, most of the future teachers in my courses have had
very limited experience with responding to literature, and cannot be expected to be literary guides
until they have had rich, thoughtful, and enjoyable experiences with literature themselves.5

This article is a personal essay by me, Derek L. Leslie, about the frustrations that occur in teaching. I am an educator in Economics at an urban high school in Omaha, Nebraska, and I have noticed after seven years of teaching that one thing is missing in the arena of public education and that is incentives. When you study economics you realize the market place has a lot of built in incentives to do well at your job and then you are able to be quite successful and are rewarded for this success. My essay will explain how incentives that are in the market place are missing in education and how that holds education back from accomplishing its goal of educating our children in the most productive and satisfactory approach.

This essay reflects the personal and professional, the past as well as the present as they relate to
the nature of college and the professors that work in them. The past is not seen nostalgically by
the author, but such a romanticized view may be hindering professional empowerment by
professors themselves in these times of massive administrative growth. Suggestions are given on
how to possibly save the humanity of the profession and the spirit of higher education.8<

This is a heuristic reflection on the challenge of increasing student interest in Science,
Technology, Engineering, and Mathematics (STEM) as a meta-discipline. A simulation
at the high school level is proposed to the end of meaningful integration of divers student
capacities, urban melioration, long range networking, and individual portfolio
development84.

In language teaching, assessment is one of the most formidable challenges for both the
students and the teachers. Especially, when the assessment of productive skills which are
subjective by their nature are concerned, the "challenge" could very well turn into a
"nightmare" for both parties. In order to avoid this undesired possibility, the attitude of the
grader and the students towards the evaluation rubric is as vital as the rubric itself.
This study describes the standardization process of the writing rubric for the assessment of
essays, which is accepted both by the graders and the learners who are subject to this
evaluation. The paper outlines the phases of rubric revision and describes student
involvement in essay evaluation. Special emphasis is put on how students used the rubric as a
learning tool while writing their essays, and how they benefited from being familiarized to the
rubric.
The results refer to the importance of inter-rater reliability, which is achieved by revising the
assessment rubric in line with grader suggestions, and by checking consistency among
graders of writing at certain intervals. The study also suggests that learner involvement in
assessment promotes the outcome

Civic engagement by universities has taken shape in a number of ways. This article describes the
efforts of the Center for Education at a metropolitan university in the United States, whose
outreach is to a under resourced school district in an economically distressed area. Partnerships
with the Local Educational Agency (LEA), private foundations, divisions of the university, and
local churches will be addressed. This is a descriptive article showing one university’s efforts at
civic engagement.ry ofteò5A

This study examined student outcomes through the use of a reflective thinking/research model (Kraus & Butler, 2000) in a collaborative research seminar designed as a pre-requisite to a comprehensive MA exam. Questionnaire and document analysis revealed improvement in students’ academic understanding and application to professional work.

The actual formal education of the visually impaired persons started in Nigeria in the 40s
by the Sudan Interior Mission, that was a century after their sighted counterparts had
embraced Western Education. The main aim of the Missionaries was to train persons with
Visual impairment to read the Bible and learn skills which would make them to be selfreliant.
The establishment of the first school for the blind in Gindiri was an eye opener to
the emergence of other special education institutions in Nigeria. In Nigeria, Visually
impaired education has passed through different stages of educational development.
despite, progresses made, obvious challenges also emerged. This paper therefore sheds
light on the achievement, challenges and future of persons with Visual impairment with
Recommendations to improve their tomorrow.