ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Web Tools 2.0 on Critical Thinking
Author: Kazanci, Kubilay
Date: 2014-08-00
Type: Reports - Research
Subjects: Web 2.0 Technologies,Critical Thinking,Technology Integration,Grade 8,Secondary School Students,Foreign Countries,Instructional Effectiveness,Attitude Change,Student Attitudes,Adolescents,English (Second Language),Second Language Instruction,Second Language Learning,Thinking Skills,Skill Development,21st Century Skills

This study was conducted to find an answer whether Web 2.0 Tools have an effect on critical thinking (CT). CT, one of the thinking skills, has been very significant in 21st century because we are being exposed to a large quantity of new information every day and it has been very difficult to cope with. CT has not been integrated overtly in the books that are designed by the Ministry of Education. Moreover, there are some practical issues about the integration of the CT. Twenty 8th grade students at Güzelyurt Secondary School in Kahramanmaras, Turkey were the participants of this study. Critical Thinking Questionnaire (CTQ) and Web 2.0 Tools Questionnaire WTQ were applied in the beginning and at the end of the study to see if there was any difference. Along with the quantitative data, some prompts were given to be discussed online through Web 2.0 Tools. Moreover, interviews and minute papers were used after the discussion to find out students' CT dispositions qualitatively. After infusion of Web 2.0 Tools into our classes, we saw a remarkable increase in our learners' willingness to participate actively in this process. When we analysed the standard deviations and means, we could be able see that there existed a uniformly positive change. However, it was not a sudden shift from &quot;Never&quot; to &quot;Always&quot; because CT skills are not something that appears suddenly. In light of this, although the students did not seem to make a significant improvement, qualitative data revealed that students showed they had tendency to show some CT dispositions to some extent. Teachers, curriculum designers should become aware of the significance of teaching critical thinking skills to students and to make them conscious, particularly in these days since students mostly receive their education online due to the pandemic.
Toward an Understanding for Assessing 21st-Century Skills: Based on Literature and National Assessment Practice
Author: Chen, Dandan
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: 21st Century Skills,Educational Assessment,Measurement,Taxonomy,Educational Objectives,Benchmarking,Standard Setting,Well Being,Literacy,Productivity,Problem Solving,Interpersonal Competence,Self Efficacy,Ethics,Moral Values,Lifelong Learning,Independent Study

While 21st century skills are getting increasing traction in both academia and the professional world, a big challenge today is that there has been no consensus on the unified conceptual framework to define and measure 21st century skills. This consensus is indispensable for understanding, teaching and assessing these skills. Additionally, few frameworks have detailed the standards or benchmarks for the assessment and evaluation of the learning process and the learning outcomes with regard to 21st century skills. This paper argues with supporting evidence that instituting a taxonomy is indispensable to meeting the urging needs of 21st century skill education. Also, it brings up a unique taxonomy, the Taxonomy for Assessing 21st Century Skills (TACS), which is a framework built on all the existing frameworks explicitly on 21st century skills thus far as identified via a systematic review. It is intended to cover the minimum conceptual components, including the minimum educational objectives and benchmarks that must be considered for a dialogue or action undertaken on 21st century skill education.
Academic Integrity Week Programming for Faculty Members: An Environmental Scan
Author: Pethrick, Helen
Date: 2020-07-03
Type: Reports - Research
Subjects: Integrity,Cheating,Ethics,Plagiarism,College Faculty,College Environment,Teacher Attitudes,Program Development,Foreign Countries

Background: Academic Integrity Week programming has become popular on postsecondary campuses an educational initiative to promote academic integrity and prevent academic misconduct. Although students are often the primary audience for Academic Integrity Week programming, faculty members are an essential stakeholder group to involve in educational initiatives about academic integrity. Objectives: This report aims to identify existing Academic Integrity Week programming for faculty members at postsecondary institutions. Methods: An environmental scan of Academic Integrity Week programming for faculty members was conducted via Google search in May 2020. Data about institutions and the dates, types of session, and topics of Academic Integrity Week programming for faculty members was extracted. Findings: The websites of 65 unique postsecondary intuitions were scanned, 11 of which described Academic Integrity Week programming for faculty members with 20 distinct sessions. Implications: Involving faculty members in Academic Integrity Week programming can help to promote a multi-stakeholder approach to promoting academic integrity across the postsecondary community.
The Recorded Motivational Videos to Improve the Speaking Skills of Adult Learners
Author: Koyak, Yasemin
Date: 2019-10-11
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Learning,Adult Students,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Speech Skills,Video Technology,Technology Uses in Education,College Students,Communicative Competence (Languages),Learning Motivation,Self Esteem,Pronunciation,Vocabulary Development,Problem Based Learning

This study aims to investigate viewpoints of the adult learners about the effects of the recorded motivational videos. The study was applied to twelve adult learners between the months of March and May in spring semester of 2019, at Mugla Sitki Koçman University. As to the research design, explanatory mixed methods design was implemented. The online questionnaire and semi structured interviews were utilised as instruments. Besides, the data obtained from the online questionnaire was analysed by the help of IBM SPSS Statistics 22 whereas the content analysis was utilised to categorise the data obtained from the semi-structured interviews under the pre-determined topics. In findings, it is comprehended that the recorded motivational videos have favourable impacts on the adult learners to enhance their speaking skills in the target language. Moreover, the recorded motivational videos contribute learners to increase their self-confidence, awareness of pronunciation, number of vocabulary, and motivation in the classroom.
Third-Party Credentialing for Higher Education. Sketching a New Conservative Education Agenda
Author: Horn, Michael B.
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Political Attitudes,Higher Education,Educational Innovation,Accountability,Federal Legislation,State Legislation,Educational Finance,Credentials,Competency Based Education,Educational Legislation,Grants,Federal Aid

As conservatives consider ways to crash through the growing choke hold that college degrees have held in employers' hiring processes, one idea that has gained currency is allowing federal student aid to follow students to unaccredited providers of education. Conservatives have also shown interest in funding competency-based programs--in which students earn credentials for exhibiting mastery of knowledge and skills, not because of the time they attend an institution. Even as they create space for innovation in higher education, conservatives should be wary of simply writing a blank check to new entities and programs absent some accountability around the value delivered. This brief states that the federal government should foster greater accountability by supporting third-party credentialing entities that validate industry-valued skills. Federal and state governments could then pay institutions as students demonstrate mastery on valid and reliable assessments that third-party bodies oversee.
Using Songs as Springboard to Teaching Poetry and Narratives towards Improved Comprehension
Author: Sebastian, Mar Florence DC.
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Poetry,Literature Appreciation,Teaching Methods,Singing,Reading Comprehension,Instructional Effectiveness,Outcomes of Education,Experimental Groups,Control Groups,Scores,Figurative Language,Junior High School Students,Grade 8

The aim of this study is to improve and regain the interest of Grade 8 students of Alexis G. Santos National High School, a public school in Bustos, Bulacan, Central Luzon, Philippines in studying literature especially in dealing with poetry and narratives. This research utilized the descriptive type of design, particularly, the quasi-experimental method. 108 Grade 8 students participated in the study, serving as the control and experimental group with equal number and characteristics. After a seven-week exposure to songs as springboard to literature lessons of the experimental group, the difference between the means of the pre-test and post-test was measured to determine significance of the study. The researcher computed for the F-Test Two-Sample for Variance of Post Test for Control and Experimental Group, and t-Test of Paired Two-Sample for Mean of Post Test. There is a significant difference between the mean scores of the two groups, and the finding implied that the intervention material is effective for improving learner performance in English 8, specifically, in their understanding of basic figurative language and literature. The researcher recommended that teachers, curriculum planners and school heads consider motivation as an important aspect in the teaching and learning process.
Single-Track Year-Round Education Modestly Improves Average Maths and Reading Achievement of K-12 Students. Plain Language Summary. Education
Author: Campbell Collaboration
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Year Round Schools,Mathematics Achievement,Reading Achievement,Elementary Secondary Education,Educational Research,Outcomes of Education,Achievement Gains

Over the long summer break, students forget some of what they learned during the school year. This &quot;summer learning loss&quot; is especially large for low-income students. One policy aimed at decreasing summer learning loss is year-round education (YRE): re-distributing the usual number of school days so that students have more short breaks during the school year, and a much shorter summer vacation. Single-track year-round education (YRE) is linked to higher average achievement in both math and reading, though not overall student proficiency rates. Achievement gains are similar in magnitude to the degree of summer learning loss documented in other studies. This summary is based on the &quot;Campbell Systematic Reviews&quot; 'Single-Track Year-Round Education for Improving Academic Achievement in US K-12 Schools: Results of a Meta-Analysis' by Dan Fitzpatrick and Jason Burns.
Breaking Through: Driving Higher Education Reform in Challenging Times. 2019 Annual Report
Author: American Council of Trustees and Alumni
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Change,Academic Freedom,Educational Quality,Accountability,Trustees,Freedom of Speech,Core Curriculum,Educational Finance,Costs,Accreditation (Institutions),Governance,Periodicals,News Reporting,Civics

For years, ACTA warned of a looming crisis in higher education, and with it, a crisis for our nation. It is writ large in runaway college costs, civic ignorance, a skills deficit that frustrates employers, and the breakdown in the discourse that is the lifeblood of a free society. But from its inception, ACTA has been more than a warning bell in the night: Its core mission has been the constructive change that leads colleges and universities and, most importantly, our nation forward to new standards of achievement and excellence. This annual report shares accomplishments from the past year and provides a glimpse of what is underway in 2020, which marks ACTA's 25th anniversary. [For the 2018 report, see ED596268.]
Two Steps to Restoring School Safety. Sketching a New Conservative Education Agenda
Author: Eden, Max
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: School Safety,Educational Policy,Classroom Techniques,Teacher Attitudes,State Legislation,Student Behavior,Discipline Policy,Politics,Racial Bias

Conservatives should be for school safety. It sounds so easy that it should go without saying. But the sad fact is that the progressive-minded education establishment has subordinated safety to &quot;social justice.&quot; America's schools should not be governed by the whims of progressive groupthink. They should be governed by school boards that are responsive to parents' concerns about what's happening in their children's classrooms. This report presents two steps to restoring school safety: (1) State legislatures should establish a body (ideally a nonprofit organization rather than a subdivision of a state agency) to conduct annual audits of school safety and climate through anonymous, open-ended teacher surveys; and (2) State legislatures should mandate that every school district establish a parental advisory committee on school safety, with an agenda item at every board meeting to raise problems and concerns.
Building off the Blueprint for Back to School
Author: Bailey, John P.
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Public Health,Hygiene,Disease Incidence,Crisis Management,School Closing,Guidance,School Schedules,Educational Planning,Federal Government,School Safety,Elementary Secondary Education,Parent Attitudes,School Personnel,Distance Education,Teacher Shortage,COVID-19,Pandemics,Federal Legislation,Federal Aid

This report evaluates the COVID-19 situation after the release of the report, &quot;A Blueprint for Back to School,&quot; which offered a framework for safely reopening schools in the fall. The report reflected the insights from 20 former federal officials, state school chiefs, and superintendents, many drawing on their experiences leading education systems through times of crisis. Schools that have reopened across Europe offer important lessons for schools in the United States, including the need to accommodate parents who feel it is unsafe to send their children back to school. States are releasing their own guidance for reopening schools. Many plans include staggered schedules, social and emotional learning supports, and academic acceleration. Across income levels, racial demographics, and political ideology, parents believe their children are spending less time on schoolwork (40 percent) and are learning less (46 percent) than they normally would in school. [For the report, &quot;A Blueprint for Back to School,&quot; see ED606266.]
Hybrid College. Sketching a New Conservative Education Agenda
Author: Skandera, Hanna
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Social Mobility,Role of Education,Online Courses,Educational Technology,Technology Uses in Education,Academic Persistence,Graduation Rate,Economic Development,Interpersonal Relationship,Distance Education,Blended Learning,Access to Education,Colleges

The American dream--the belief that anyone is capable of upward mobility and a better life than the one in which they were born--is in jeopardy. According to Harvard economist Raj Chetty, American families are experiencing reduced upward mobility across generations. Education is the key to reversing the trajectory of upward mobility, imparting what it means to be a good citizen, and making the American dream a dream to, once again, be grasped. To propel society toward a better future for all, we must refocus on the following: (1) A flexible education system that is not entrenched in existing silos; (2) A workforce where supply meets demand; and (3) A system design that keeps the end in mind. Hybrid college could be a catalyst to rethink education. Hybrid college combines the flexibility of an online degree with in-person support and community building. Hybrid colleges could considerably increase persistence and graduation rates while decreasing student debt.
Eighth-Grades Students&apos; Mental Models in Solving a Number Pattern Problem
Author: Prayekti, Novi
Date: 2020-09-00
Type: Journal Articles
Subjects: Grade 8,Schemata (Cognition),Foreign Countries,Problem Solving,Mathematical Logic,Junior High School Students,Generalization,Cognitive Processes

This study aims to explore all the types of students' mental models of number patterns. The study used a qualitative approach with an explorative type. The subjects used to characterize the student's mental models in this study were 46 eighth grade students in Indonesia. To reveal the subjects' mental model, they were asked to solve the number pattern problem and were interviewed. For ensuring the validity and reliability of the research results, triangulation technique was used by comparing the results of video recording interviews and written test results. The study showed that in solving the problem of number patterns given, there were 4 types of mental models. They were formal direct mental model, formal indirect mental model, synthetic direct mental model, and synthetic indirect mental model. What we found in this study shows that some students have different mental models to solve the problem. Hence, in future teachers must introduce various strategies to solve the problem and conduct learning that can enrich students' mental models.
Pre-Service Science Teachers&apos; Images about Their Past and Future Classrooms: Scratches from Indonesian Teacher Training Program at Islamic University
Author: Imaduddin, Muhamad
Date: 2019-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Teaching Styles,Gender Differences,Student Experience,Occupational Aspiration,Science Instruction,Institutional Characteristics,Foreign Countries,Educational Background

This study explores the science class experiences of pre-service science teachers (PSTs) and reveals their images of own future classrooms. This study involved 176 first-year pre-service science teachers taking the teacher training program at two Islamic universities, namely Institut Agama Islam Negeri Kudus and Institut Agama Islam Negeri Salatiga, Indonesia. Data collection used the modified DrawA-Science Teacher Test Checklist (DASTT-C) instrument. The results showed that the teaching style drawn by pre-service teachers was dominated by teacher-centered (65%), neither student-centered nor teacher-centered (24%), and student-centered (11%). There is no significant relationship between teaching style and gender, the type of institution at the previous level, the meaningfulness of science subjects, and the desire to be a science teacher in the future, but the description of their teaching style has a significant relationship with their responses to school-science teachers' instruction. The response of PSTs to their past learning leads to how they present the future learning environment.
Students&apos; Mental Model in Solving the Patterns of Generalization Problem
Author: Prayekti, N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Junior High School Students,Foreign Countries,Generalization,Algebra,Cognitive Processes,Problem Solving,Mathematical Concepts,Grade 7,Arithmetic,Concept Formation,Student Attitudes,Learning Processes,Mathematics Instruction

Mental models are representations of students' minds concepts to explain a situation or an on-going process. The purpose of this study is to describe students' mental model in solving mathematical patterns of generalization problem. Subjects in this study were the VII grade students of junior high school in Situbondo, East Java, Indonesia. This study was conducted using the qualitative descriptive method to investigate students' mental model during the process of solving the problem of generalization patterns. Students were required to speak aloud what he or she was thinking about solving problems (&quot;think-aloud&quot;). Based on the data obtained, the students' mental models in solving the patterns of generalization problem can be classified into two kinds of mental models, namely: (1) direct mental model and (2) indirect mental model. Students classified using direct mental model were using the only generalization of algebraic in solving the problem. Meanwhile, students classified using indirect mental model were using a combination of both generalizations of algebraic and arithmetic. Based on the results of the study, teachers are required to take into account students' mental model in solving the generalization patterns problem to achieve better learning process. [Paper presented at ICEGE 2018.]
Summary of State Policies Related to School Readiness Assessment Practices
Author: Koriakin, Taylor
Date: 2019-00-00
Type: Reports - Research
Subjects: State Policy,Educational Policy,School Readiness,Educational Assessment,Student Evaluation,Kindergarten,Measures (Individuals),Evaluation Methods,School Psychologists

This study summarizes state-level policies surrounding school readiness assessment. A search was conducted to collect and code school readiness policies to document key components of assessment practices in each state, such as if the assessments were mandated or recommended, timing of assessment, measures used, domains of functioning assessed, and the role of school psychologists in assessment. Results indicated that 44 states (86%) use school readiness assessments state-wide, with 34 states fully implementing and 10 states piloting a school readiness measure. Despite this widespread use, only about half of states included guidance related to how to respond to assessment data or students identified as at-risk in their policy documents. In addition, findings indicate that only four states mentioned involvement of school psychologists or other student support personnel in implementation of these assessments. Implications of this study on early childhood assessment policy and directions for future research are discussed. [This paper was published in &quot;Perspectives on Early Childhood Psychology and Education&quot; v4 n2 p39-66 2019.]
An Appraisal Market for K-12 Education. Sketching a New Conservative Education Agenda
Author: Burke, Lindsey M.
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Evaluation,Access to Information,Educational Finance,Expenditure per Student,Accountability

The appraisal process is used in numerous settings. Any costly expense with a high potential for information asymmetry has an associated appraisal market. Yet, while taxpayers spend more than $182,000, on average, during a child's K-12 education to get that child from kindergarten through 12th grade, no similar appraisal market exists in education. It is an expense that, in the aggregate, would likely rank among the top five purchases most families make in their lifetime. This report discusses why families should be able to easily acquire real-time, external audits of their child's learning. Giving parents the financial flexibility with their child's education funding to participate in an education appraisal market would help accomplish that goal. Funding for diagnostic and evaluative testing should be provided to parents separately from the per-pupil dollars spent on their child in district and charter schools.