ethanporcaro/eric-fulltext-meta huggingface dataset:
Child-Centered Approach: How Is It Perceived by Preschool Educators in Mongolia?
Author: Myagmar, Ariuntuya
Date: 2010-06-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Preschool Teachers,Teaching Methods,Student Centered Curriculum,Teacher Educators,Teacher Student Relationship,Teacher Role,Teacher Attitudes,Classroom Techniques,Discipline,Student Participation,Cultural Influences

This study is an attempt to grasp Mongolian preschool educators' perceptions on child-centered approach (CCA). CCA was externally introduced to Mongolia about 10 years ago as a diametrically different education from that of the socialist period. The study also aims to examine the differences that may exist among teachers in different types of kindergarten. A total of 262 surveys were completed by preschool educators of typical kindergartens and externally-supported Step by Step program kindergartens. These kindergartens are symbolically referred to ordinary kindergarten (OK) and special kindergarten (SK). Descriptive analysis and Pearson Chi-square test were conducted. The results show that preschool educators in general have interests in CCA, hold some notions similar to that of the Western society, and apply CCA in their interactions with children, at least in terms of discourse. However, their understandings are one-sided and complicated. While preschool educators tend to place importance on children's individuality, they appear to be less concerned about teachers and their roles. SK teachers tend to think that CCA is very appropriate for today's kindergarten life. In contrast, OK teachers appear to perceive CCA as not so appropriate; teachers tend to disvalue CCA for being time-consuming, requiring teachers to spend much time organizing appropriate environment. Interestingly, SK teachers tend to think that CCA is undesirable for discipline and moral of a class, and for collectivity. OK teachers tend to put more emphasis on knowledge construction, and knowledge provision or acquisition. The author concludes with some suggestions for policy-makers and those interested in research on educational export and import. (Contains 5 tables and 13 footnotes.)
Block Transfer Agreement Evaluation Project
Author: Bastedo, Helena
Date: 2010-02-24
Type: Reports - Evaluative
Subjects: College Transfer Students,Transfer Programs,Contracts,Program Effectiveness,Student Mobility,Guides,Use Studies,Web Sites,Surveys,Articulation (Education),Foreign Countries

The objective of this project is to evaluate for the British Columbia Council on Admissions and Transfer (BCCAT) the effectiveness of block transfer agreements (BTAs) in the BC Transfer System and recommend steps to be taken to improve their effectiveness. Findings of this study revealed that institutions want to expand block credit transfer; current BTAs that work well are seen to provide seamless transfer options, to be promoted and understood, and to be supported by clear terms and communication channels. Confusion over the meaning of block transfer and over BTA terms and conditions and BTA-related institutional processes did, however, emerge. Use of BTAs and the &quot;Block Transfer Guide&quot; was found to be low, and a comparison of institution websites with the &quot;BC Transfer Guide&quot; revealed some inconsistencies. A list of recommendations that aim to improve the effectiveness of BTAs is presented. Appendices include: (1) &quot;Principles and Guidelines for Transfer&quot;; (2) &quot;How to Articulate Handbook--Appendix D: Checklist for Negotiating a Non-Standard Articulation Agreement&quot;; (3) Block Transfer Form (from &quot;How to Articulate Handbook--Appendix E&quot;); (4) &quot;Block Transfer Guide User Survey&quot;: Survey Results (Excel attachment); and (5) &quot;Block Transfer Professionals Survey&quot;: Survey Results (Excel attachment). (Contains 1 figure.)
An Evaluation of Middle School Literacy Coaching in a Central Florida District
Author: Dorman, Brian C.
Date: 2009-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Academic Achievement,Program Effectiveness,Middle School Teachers,Coaching (Performance),Teacher Attitudes,Mentors,Teacher Role,Instructional Improvement,Observation,Teacher Surveys,Case Studies,Professional Development,Achievement Gains,Program Evaluation

This applied dissertation evaluated the effectiveness of literacy coaching in a central Florida district as perceived by teachers working in the district's middle schools. The study investigated teacher's perceptions of literacy coaches, the literacy coaches' perceptions of their roles within the schools, and the literacy coaches' impact on student proficiency data as measured by the Lexile assessment. As schools struggle to improve instruction and learning, professional development provided by literacy coaches was identified as a powerful model for improving instructional practices. The mixed methods research study was designed to provide information about teachers' perceptions of literacy coaches and to determine the impact coaching had on student achievement data. The research design utilized surveys and a case study approach. Qualitative data included school based observations and survey data from 112 middle school teachers and 10 literacy coaches. Quantitative data included student proficiency percentages as measured by the Lexile assessment for 12 teachers from the case study sites. The findings provided insight into the teachers' perceptions of literacy coaches, the impact coaches had on changing or improving instruction as well as the coaches' views of their responsibilities. The results confirmed that teachers believed literacy coaches were influential in changing and improving instruction; literacy coaches also believed their work providing professional development and modeling lessons were the most important aspects of their jobs. The significance of the literacy coaches' impact on student achievement showed that literacy coaches should place teachers and instructional practices at the top of their priorities. This research should assist the district's implementation of the literacy coaching model found in the middle schools. Appended are: (1) Percent of Time Spent by District Coaches in Assigned Areas of Responsibility; (2) Teacher Perception Survey; (3) Role of the Reading/Literacy Coach Survey; (4) Coaches Observation Log; (5) Student Performance Data Analysis Tables; and (6) Correlation Test Results. (Contains 3 tables.)
Facing the Future: Financing Productive Schools. Final Report
Author: Hill, Paul T.
Date: 2008-12-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Educational Finance,Public Education,Finance Reform,Financial Policy,Resource Allocation,Funding Formulas,Expenditures,Audits (Verification),Alignment (Education),Change Strategies,Organizational Change,Debate,Academic Achievement,Educational Research,Research Reports

This report is the final result of a six-year study of America's school finance system, including  more than 30 separate studies at a cost of $6 million and involving an interdisciplinary  team of more than 40 scholars including many of the country's best known economists,  policy analysts, lawyers, and specialists in school finance, instruction, and educational innovation. All this work leads to one conclusion, that school finance today works against the  focused and efficient use of resources to promote student learning. Recognizing the complexity and subtle nature of both the problem and the systems responsible for funding schools, the Center on Reinventing Public Education proposed a multi-year applied research and development strategy to the Bill &amp; Melinda Gates Foundation in the summer of 2003. The School Finance Redesign Project (SFRP) would have four goals: (1) Provide an empirical basis and policy options for redesigning the nation's K-12 school finance systems to support student performance; (2) Integrate research with state policy initiatives; (3) Educate the audiences that influence school finance policy and practice; and (4) Craft implementation tools for practitioners. This final report integrates the project's findings on the first three of these objectives. The fourth (implementation tools) is partially covered in a series of working papers commissioned by the project between 2003 and 2007 and is proposed as the major focus of follow-on work in 2008-09. Appendices include: (1) The National Working Group on Funding Student Learning; (2) Background Papers; and (3) Recommendation Comparison. (Contains 3 tables, 13 figures, and 16 footnotes.)
Alabama Education News. Volume 28, Number 1
Author: White, Rebecca Leigh, Ed.
Date: 2004-08-00
Type: Collected Works - Serial
Subjects: Public Education,Superintendents,Educational Administration,Budgets,Educational Finance,Reading Programs,Summer Programs,Reading Motivation,Educational Change,State Boards of Education,Awards,Essays,Competition

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama,&quot; as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following items: (1) Alabama's New Superintendent of Education Looks to the Future...; (2) Fiscal Year 2005 Budget Highlights; (3) 2004--The Summer of Reading; (4) &quot;Children Who Love Reading, Love Learning&quot;: First Lady Laura Bush, Daughter Jenna Visit Alabama School; (5) The Winds of Change... State Board of Education Continues Its Mission; and (6) 2004 Farm-City Poster, Essay Contest Announced. Regular features include: (1) Good News in Alabama Schools; (2) Board Briefs; (3) Awards, Opportunities and Professional Development; (4) Calendar; and (5) Principal of the Month.
Alabama Education News. Volume 31, Number 1, August-September 2007
Author: Sibley, Michael O., Ed.
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: School Choice,Public Education,Educational Change,Role of Education,Parent School Relationship,Awards,Mentors,Beginning Teachers,Beginning Teacher Induction,Educational Quality,Federal Legislation,Teacher Role

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama,&quot; as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Each One, Teach One... Then Teach; (2) Alabama Schools Moving in the Right Direction; (3) Number of Schools Identified to Offer School Choice Drops Significantly; (4) &quot;Spring&quot; into the Beginning of a New School Year (Pamela Harman); (5) The Future of Children is in Our Hands (Christine M. Sealy); and (6) Get Ready for Statewide Parent Visitation Month in October. Regular features include: (1) Good News in Alabama Schools; (2) Board Briefs; (3) Awards, Opportunities and Professional Development; (4) Calendar; and (5) Principal of the Month.
Alabama Education News. Volume 28, Number 8
Author: White, Rebecca Leigh, Ed.
Date: 2005-04-00
Type: Collected Works - Serial
Subjects: Report Cards,Professional Development,Public Education,Newsletters,Accountability,Data Collection,Academic Standards,Awards,Evaluation,State Departments of Education,Institutional Evaluation,Educational Quality,Violence,Intervention,School Districts,Financial Support

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama,&quot; as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) State Report Cards Provide More Accountability Data; (2) Using the Educational Ruler; and (3) 12 Standards for Effective Professional Development in Alabama. Regular features include: (1) Board Briefs; (2) Good News in Alabama Schools; (3) Awards, Opportunities and Professional Development; (4) Alabama Education in the News; (5) Calendar; and (6) Teacher of the Month.
Alabama Education News. Volume 27, Number 8
Author: White, Rebecca Leigh, Ed.
Date: 2004-04-00
Type: Collected Works - Serial
Subjects: Educational Objectives,Graduation,Teacher Certification,Public Education,Accountability,Federal Legislation,High School Graduates,Exit Examinations,Special Needs Students,Special Education,Educational Finance,Financial Support,State Departments of Education,Teacher Qualifications,Educational Innovation,Technology Uses in Education,Awards,National Standards,Alternative Teacher Certification,Technology Integration

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama,&quot; as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Becoming More Accountable: Leaving No Child Behind; (2) National Board Certification Makes Positive Impact in the Classroom!; (3) Alabama High School Graduation Exam (AHSGE): Rules Change for Special Ed Students; (4) Alabama Will Receive $8 Million More in Title I Funds; (5) Alabama Department of Education Marks 150 Years; (6) New Flexibility in Becoming Highly Qualified; (7) Famous Alabamians Featured in Career/Tech Poster Campaign; and (8) Chiquita Marbury Technology Innovation Award. Regular features include: (1) Board Briefs; (2) Good News in Alabama Schools; (3) Awards, Opportunities and Professional Development; (4) Calendar; and (5) Teacher of the Month.
Alabama Education News. Volume 32, Number 1, August-September 2008
Author: Sibley, Michael O., Ed.
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: High Schools,Science Programs,Educational Improvement,Public Education,Newsletters,Academic Achievement,Scores,School Choice,Superintendents,Mathematics Instruction,Science Instruction,Educational Technology,Boards of Education,Awards,High School Graduates,Distance Education,Magnet Schools

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama,&quot; as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) 83% of Alabama Schools Make AYP; (2) &quot;First Choice&quot; Gives Alabama's Graduates an Edge; (3) New Deputy Superintendent's Plan for Instruction; (4) Math and Science Program Completes its Statewide Expansion; (5) All Alabama High Schools Get Granted ACCESS; (6) Alabama Moving Forward; and (7) McKinney Elected as Board Vice President. Regular features include: (1) Good News in Alabama Schools; (2) Awards, Opportunities, and Professional Development; (3) Calendar; and (4) Teacher of the Month.
Teacher Attrition and Mobility: Results from the 2008-09 Teacher Follow-Up Survey. First Look. NCES 2010-353
Author: Keigher, Ashley
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Elementary Secondary Education,Job Satisfaction,Teacher Persistence,Career Change,Secondary School Teachers,Faculty Mobility,Teacher Attitudes,Elementary School Teachers,Teacher Retirement,Teacher Surveys,Followup Studies,Private Schools,Public Schools,Teacher Transfer

The Teacher Follow-up Survey (TFS) is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year's Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach. The objective of TFS is to provide information about teacher mobility and attrition among elementary and secondary school teachers who teach in grades K-12 in the 50 states and the District of Columbia. In pursuit of this objective, TFS examines the characteristics of those who stay in the teaching profession and those who leave, including retirees. By collecting information on respondents' attitudes about the teaching profession and job satisfaction (along with demographic data), TFS can address questions such as the following: (1) What percentage of teachers leaves the profession between one year and the next?; (2) What factors contribute to teachers' decisions to move to another school or to leave the profession?; (3) How many teachers move from one school to another?; and (4) Where do teachers go when they move or leave? The 2008-09 TFS was completed by about 4,750 current and former teachers. Of these respondents, about 2,600 were still teaching at the same school in the 2008-09 school year as in the previous year (&quot;stayers&quot;); 890 were still teaching in 2008-09, but at a different school than in the previous year (&quot;movers&quot;); and 1,260 had left the teaching profession in the previous year (&quot;leavers&quot;). Because the purpose of this report is to introduce new NCES (National Center for Education Statistics) data through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the TFS rather than to discuss all of the observed differences. Appendices include: (1) Standard Error Tables; (2) Methodology and Technical Notes; and (3) Description of Variables. (Contains 22 tables and 1 exhibit.)
Alabama Education News. Volume 29, Number 3, November-December 2005
Author: White, Rebecca Leigh, Ed.
Date: 2005-00-00
Type: Collected Works - Serial
Subjects: Achievement Gap,Educational Indicators,Federal Programs,Public Schools,Rewards,Superintendents,Vocational Education,Administrators,Grade 4,Costs,Utilities,Values Education,Elementary Secondary Education

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama,&quot; as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Meeting the AYP Challenge, Closing the Achievement Gap = Rewards; (2) Dr. Harold Dodge Is Named 2006 Superintendent Of The Year; (3) State Career Tech Director Retires; (4) Schools Brace For Costly Winter Utility Bills; and (5) Stars Fell On Alabama Fourth-Graders. Regular features include: (1) Board Briefs; (2) Good News in Alabama Schools; (3) Awards, Opportunities and Professional Development; (4) Calendar; and (5) Teacher of the Month.
Alabama Education News. Volume 28, Number 4, November-December 2004
Author: White, Rebecca Leigh, Ed.
Date: 2004-00-00
Type: Collected Works - Serial
Subjects: Public Education,Academic Achievement,Awards,State Departments of Education,Educational Improvement,Student Evaluation,Standardized Tests,Reading Achievement,Mathematics Achievement,Teacher Competencies,Donors

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama,&quot; as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Measuring Success... with the Alabama Education Ruler; (2) Alabama NAEP [National Assessment of Educational Progress] News; (3) Milken Educator Announced; (4) Montgomery Teacher Gains National Star; (5) This Season--Give the Gift of Life; and (6) Alabama Educators Making News. Regular features include: (1) Board Briefs; (2) Good News in Alabama Schools; (3) Teacher of the Month; (4) Professional Development and Resources and Award and Grant Opportunities; and (5) Calendar.
Using Web Blogs as a Tool to Encourage Pre-Class Reading, Post-Class Reflections and Collaboration in Higher Education
Author: Al-Fadda, Hind
Date: 2010-07-00
Type: Journal Articles
Subjects: Reading Assignments,Graduate Students,Undergraduate Students,Educational Technology,Teaching Methods,Class Size,Reflection,English (Second Language),Second Language Instruction,Second Language Learning,Methods Courses,Teacher Education Programs,Computer Assisted Instruction,Internet,Information Technology,Student Attitudes,College Instruction,Instructional Effectiveness,Web Sites,Electronic Publishing,Computer Science Education,Computer Mediated Communication,Discussion Groups,Student Surveys

This paper reports on the students' experiments of using blogs to encourage themselves to do pre-class reading assignment and reflections after class. The sample in the study included five ESL (English as a Second Language) graduate students in a course of teaching methods, and 90 software engineering students in an undergraduate information technology program. Results indicated that there was a positive attitude towards the use of blogs for pre-class preparation and post-class reflections. However, considering the successful experience, it is important to consider the class size, students' educational level, and the type of reading assignment. (Contains 3 tables, 2 footnotes, and 1 figure.)
Arkansas Public Higher Education Operating & Capital Recommendations, 2009-2011 Biennium. 6-A. Volume 2: Two-Year Colleges
Author: Arkansas Department of Higher Education
Date: 2008-10-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Community Colleges,Technical Institutes,Educational Objectives,Institutional Mission,Organizational Objectives,Strategic Planning,Financial Support,State Aid,Educational Finance,Income,Operating Expenses,Expenditures

This publication details the institutional goals, objectives, and strategies of public higher institutions in Arkansas as related to their 2009-2011 appropriations requests. It also provides operating and capital recommendations of the Arkansas Public Higher Education Coordinating Board for the Fiscal Year 2010-11 for each institution. [For Volume 1, see ED511317.]
Arkansas Public Higher Education Personal Services Recommendations: Fiscal Year 2010-2011
Author: Arkansas State Dept. of Higher Education, Little Rock.
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,State Universities,Community Colleges,Technical Institutes,Salaries,Budgets,Administrators,College Faculty,Deans,College Presidents,School Business Officials,Professional Personnel,School Personnel

This publication lists non-classified personal services recommendations of the Arkansas Higher Education Coordinating Board for the Fiscal Year 2010-11. Due to the implementation of the pay plan study, the Office of Personnel Management of the Department of Finance and Administration (OPM) did not make recommendations for classified positions. (Contains 2 tables.)