ethanporcaro/eric-fulltext-meta huggingface dataset:
Technological Literacy Education and Technological and Vocational Education in Taiwan
Author: Lee, Lung-Sheng Steven
Date: 2010-02-17
Type: Reports - Descriptive
Subjects: Foreign Countries,Technological Literacy,Vocational Education,Technology Education,Career Awareness,Career Education

Technology education in Taiwan is categorized into the following two types: (1) technological literacy education (TLE)--the education for all people to become technological literates; and (2) technological specialty education (TSE)--the education for specific people to become technicians and professionals for technology-related jobs. This paper describes TLE, and technological and vocational education (TVE). The former is a realm of general education, while the latter is a part of TSE. The purpose of this paper is to introduce TLE and TVE in Taiwan. (Contains 7 figures.)
Early Literacy: Leading the Way to Success
Author: National Institute for Literacy
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Teacher Effectiveness,Preschool Education,Academic Achievement,At Risk Students,National Competency Tests,Emergent Literacy,Grade 4,Skill Development,Reading Skills,Early Intervention,Correlation,Literacy Education,Educational Policy,Reading Achievement,Academic Standards,Teacher Qualifications,Educational Change

Results of the 2007 National Assessment of Educational Progress tell that more than one-third of 4th graders (and an even higher number of at-risk students) read so poorly they cannot complete their schoolwork successfully. It is critical to start early if children are to develop the skills they need to be successful. Research evidence confirms the strong connection between early skill development and later reading success. The challenge for state and local policymakers is to understand how to use these findings to promote an early literacy agenda that can help everyone learn to read proficiently. This resource can help policymakers make informed decisions about early literacy policies and practices that will give young children a good start in reading. This resource can help policymakers learn about: (1) Research findings about early literacy and its connection to future academic success; (2) Legislative policies that can improve learning standards, curriculum and teacher quality; and (3) Ways to support systemic change in state and local preschool education.
Overcoming Being in a Nadir: The Harsh Realities of a Society Created for Whites
Author: Hartlep, Nicholas Daniel
Date: 2010-02-00
Type: Opinion Papers
Subjects: Critical Theory,Race,Racial Attitudes,Racial Bias,Racial Discrimination,Disadvantaged,Social Class,Land Acquisition,Change,Middle Class,Power Structure,Educational Change,Whites

Notwithstanding that Critical Race Theory (CRT) is currently in its second decade of existence, it is not and has never been something extraordinary--insofar as racism is something that has always been with us.  Rather, CRT is a bona fide and avant-garde movement that leads to praxis--explicitly and courageously speaking to the injustices that prohibit people of color from exercising freedoms that whites have come to enjoy--that emancipates oppressed persons from a life of destituteness. CRT has been examined and dissected in many books, reports, studies, and articles. This is not one of them. Rather, this article examines how majoritarian society stations people of color in a nadir; thus, requiring a forward-thinking and fundamental change of society's beliefs, attitudes, and conceptions. This article draws from a fountain of postmodern-critical work and attempts to be non-tautological insofar as it makes a clarion call for reform and work to be done to emancipate and to enlighten certain populations, in particular minorities. It will also posit suggestions to improve the lives of black and brown faces. (Contains 2 endnotes and 1 footnote.) [This research was supported by a University of Wisconsin-Milwaukee Graduate Student Travel Grant.]
Processes and Challenges in Identifying Learning Disabilities among Students Who Are English Language Learners in Three New York State Districts. Issues &amp; Answers. REL 2010-No. 085
Author: Sanchez, Maria Teresa
Date: 2010-02-00
Type: Information Analyses
Subjects: School Districts,School Personnel,Methods,Identification,Learning Disabilities,Limited English Speaking,English (Second Language),Second Language Learning,Referral,Educational Policy,Stakeholders,Opinions,Differences,Knowledge Level,Delivery Systems,Reliability,Cooperation,Access to Information,Inspection,Student Records

Using interviews with district and school personnel and documents from state and district web sites in three districts in New York State, the study examines practices for identifying learning disabilities among students who are English language learners and the challenges that  arise. Specifically, two research questions guided the project: (1) According to district and school personnel in three midsize New York State districts, what processes are used to identify students who are English language learners and also have learning disabilities? (2) What challenges do those district administrators and school personnel describe about the process of identifying learning disabilities among students who are English language learners? The study finds both similarities and differences in practices, with more differences  in prereferral than in referral practices. It identifies eight challenges to the identification of  learning disabilities in students who are English language learners and five interrelated  elements that appear to be important for avoiding misidentification. The eight challenges are: (1) Difficulties with policy guidelines; (2) Different stakeholder views about timing for referral of students who are English language learners; (3) Insufficient knowledge among personnel involved in identification; (4) Difficulties providing consistent, adequate services to students who are English language learners; (5) Lack of collaborative structures in prereferral; (6) Lack of access to assessments that differentiate between second language development and learning disabilities; (7) Lack of consistent monitoring for struggling students who are English language learners; and (8) Difficulty obtaining students' previous school records. Appendices include: (1) Study methods; (2) Research on identifying learning disabilities among students who are English language learners; (3) Interview protocols; and (4) Cross-district demographics, organizational structure, and programs for students who are English language learners in middle school. (Contains 6 tables, 3 boxes, and 24 notes.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Northeast and Islands administered by Education Development Center, Inc.]
Shining Stars: Preschoolers Get Ready to Read--How Parents Can Help Their Preschoolers Get Ready to Read
Author: Goldman, Elizabeth
Date: 2007-04-00
Type: Guides - Non-Classroom
Subjects: Preschool Children,Emergent Literacy,Reading Aloud to Others,Parent Role,Parents as Teachers,Learning Activities,Check Lists,Creativity,Questioning Techniques,Teaching Methods

Parents are their child's first and most important teacher. This booklet introduces parents to techniques for helping their preschoolers learn to read. Included is a story about how one mother and father encourage their children to read, a sample reading activity, and a checklist for parents of preschoolers. This brochure is based on "A Child Becomes a Reader--Birth to Preschool" [ED481898] published by the National Institute for Literacy. [The Partnership for Reading, a project administered by the National Institute for Literacy, is a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, the U.S. Department of Education, and the U.S. Department of Health and Human Services.]
Shining Stars: Toddlers Get Ready to Read--How Parents Can Help Their Toddlers Get Ready to Read
Author: Adler, C. Ralph
Date: 2007-04-00
Type: Guides - Non-Classroom
Subjects: Reading Skills,Toddlers,Parent Role,Parents as Teachers,Parent Education,Language Acquisition,Picture Books,Check Lists,Emergent Literacy,Learning Activities,Parent Participation,Childrens Literature,Reading Aloud to Others

Parents are their child's first and most important teacher. This booklet introduces parents to techniques for helping their toddlers learn to read. Included is a story about how one mother encourages her son to read, a sample reading activity, and a checklist for parents of toddlers. This brochure is based on "A Child Becomes a Reader--Birth to Preschool" [ED481898] published by the National Institute for Literacy. [The Partnership for Reading is a project administered by the National Institute for Literacy, is a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, the U.S. Department of Education, and the U.S. Department of Health and Human Services.]
Put Reading First: Helping Your Child Learn to Read. A Parent Guide: Preschool through Grade 3
Date: 2001-00-00
Type: Guides - Non-Classroom
Subjects: Reading,Reading Programs,Kindergarten,Grade 3,Reading Instruction,Preschool Teachers,Grade 1,Grade 2,Class Activities,Parents,Parents as Teachers

Preschool and kindergarten teachers set the stage for a child to learn to read with some critical early skills. First, second, and third grade teachers then take up the task of building the skills that children will use every day for the rest of their lives. Parents can help by understanding what teachers are teaching and by asking questions about their children's progress and the classroom reading program. They can also help their children become readers. Learning to read takes practice, more practice than children get during the school day. This paper describes what a quality reading program should look like at school and how parents can support that program through activities with their children.
National Institute for Literacy. Literacy Information and Communication System ("LINCS")
Author: National Institute for Literacy
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Adult Basic Education,Adult Learning,Adult Students,Occupational Aspiration,Education Work Relationship,Labor Force Development,Competition,Human Capital,Resource Materials,Job Training,Language Acquisition,Technology Education

Many adult learners have employment goals, from preparing to enter the workforce to improving skills that can lead to a better job. Resources in the Workforce Competitiveness Collection--research-based products and materials, and research papers--can help readers expand and improve work-based basic skills classes offered to adults. This paper features the Workforce Competitiveness Collection, which covers Workforce Education, English Language Acquisition, and Technology.
EFF HOT Topics. Volume 2, Number 1, Spring 2002
Author: National Institute for Literacy
Date: 2002-00-00
Type: Collected Works - Serial
Subjects: Literacy Education,Learning Processes,Family Literacy,Technical Assistance,Adult Education,English (Second Language),Learning Activities,Teaching Methods,Learning Strategies,Educational Resources,Goal Orientation,Standards,Classroom Environment,Evaluation Methods,Reflection,Language Proficiency,Communication Skills,Telecommunications

&quot;EFF HOT (Highlights on Teaching Topics) Topics&quot; is a publication of the EFF (Equipped for the Future) Center for Training and Technical Assistance. Each issue concentrates on a specific topic, highlighting examples of actual practice and offering strategies and tools for using EFF in the classroom. This issue of &quot;HOT Topics&quot; introduces a ten-step process and a spiral to represent the teaching/learning cycle. This issue contains the following items: (1) An ESL Class Develops a Learning Activity; (2) A Family Literacy Class Develops a Learning Activity; (3) A Look at the Steps of the EFF Teaching/Learning Cycle; (4) The EFF Teaching/Learning Cycle; (5) Joan Benz: Dedicated Teacher and EFF Facilitator; and (6) Online Resources.
An EFF Handbook for Program Improvement: Using the Equipped for the Future Approach to Quality
Author: King, Jereann
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Community Organizations,Administrators,Adult Learning,Adult Students,Adult Basic Education,Resource Materials,Administrator Responsibility,Program Improvement,Program Effectiveness,Labor Force Development,Human Capital,Futures (of Society)

This handbook is designed to help community-based organizations that provide adult education improve their program quality in order to better achieve results that matter. The target audience for this handbook includes administrators and other members of program improvement teams in community-based organizations that want to use Equipped for the Future as part of their strategy for program improvement. While it will be of interest to others, the handbook targets administrators because of their specific roles as advocates for program change and because of their responsibility to ensure the delivery of quality  services. The handbook uses Equipped for the Future to frame a program improvement process. Carrying out the activities in the handbook will: (1) enhance an organization's understanding of EFF and how to use the EFF Standards and tools to improve quality; (2) help the organization identify strengths as well as areas of practice to change; (3) support the development of a plan for implementing changes; and (4) support the documentation of the change process and results. Two appendices are included: (1) Resources for Facilitators; and (2) Session Handouts.
Early Beginnings: Early Literacy Knowledge and Instruction
Author: National Institute for Literacy
Date: 2009-00-00
Type: Guides - General
Subjects: Young Children,Early Childhood Education,Educational Administration,Preschool Teachers,Guides,Professional Development,Educational Policy,Educational Research,Predictor Variables,Emergent Literacy,Skill Development,Instructional Effectiveness,Reading Achievement,Instructional Improvement,Knowledge Base for Teaching

The National Early Literacy Panel was convened in 2002 to conduct a synthesis of the most rigorous scientific research available on the development of early literacy skills in children from birth to age 5. The primary purpose of the panel was to identify research evidence that would contribute to decisions in educational policy and practice that could help early childhood providers better support young children's language and literacy development. The panel's work represents a major contribution to the early literacy knowledge base and a significant step in helping early childhood educators understand what the research says about the early literacy skills that are essential for future success in reading. Through an extensive review of the research literature, the panel identified studies with the strongest findings and synthesized this data using rigorous analytical techniques to answer important questions about the relationship between early skill development and later literacy achievement, and the impact of instructional interventions on children's learning. In January 2009, the panel released its final report. This report provides detailed information about the National Early Literacy Panel, its charge, the methodology and analytical approach used to conduct the synthesis, and, most important, the research findings and implications for improving early education. This first booklet in the series is intended as a guide to help early childhood administrators, supervisors, and professional development staff provide teachers with the support and training needed to increase their knowledge base and refine current literacy practice. ["Early Beginnings" is based on the research findings from the 2009 publication, "Developing Early Literacy: Report of the National Early Literacy Panel".]
QEd: Scientific Evidence for Adult Literacy Educators. Number 1 of 5
Author: Kruidenier, John R., Ed.
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Scientific Research,Adult Literacy,Reading Instruction,Publications,Teachers,Educational Research,Classroom Research,Evaluation Methods

QEd is a five-issue series for the adult education community--literacy educators, paraprofessionals, program directors, and volunteers. QEd brings ideas and information from the expanding scientific research base on how adults learn to read. This first issue tells the story of how researchers are using the high quality, scientific standards that adult literacy deserves and demands. This issue also brings news of an exciting new publication, "Applying Research in Reading Instruction for Adults: First Steps for Teachers," which offers specific connections between the research and the classroom. In future issues, QEd will amplify the key literacy elements discussed in this book. This issue contains the following articles: (1)   Adult Literacy Research Working Group (ALRWG) Committee Update; (2) Milestone; (3) Publications; and (4) Resource Spotlight.
Improving Performance, Reporting Results: The Guide to Using the EFF "Read With Understanding" Assessment Prototype. Equipped for the Future Assessment Consortium
Author: National Institute for Literacy
Date: 2004-04-00
Type: Guides - General
Subjects: Adult Learning,Adult Students,Adult Basic Education,Curriculum,Standards,Labor Force Development,Human Capital,Futures (of Society),Accountability,Achievement Gains,Documentation,Standardized Tests,Test Use,Printed Materials

In January 2000, the National Institute for Literacy (NIFL) published "Equipped for the Future Content Standards: What Adults Need to Know and be Able to Do in the 21st Century." Since then, people in states and adult education programs across the country who are using the 16 Equipped for the Future (EFF) Standards have been looking forward to the development of assessments that they can use to measure adults' performance on the Standards. This guide, which highlights the EFF approach to assessment and illustrates this approach with assessments and tools for the EFF "Read With Understanding" Standard, will enable people to do just that. This guide is divided into five sections: (1) The EFF Approach to Assessment; (2) The Accountability Assessment Prototype for "Read With Understanding"; (3) Guide To Using the EFF Assessment Prototype for Accountability Purposes; (4) Guidelines and Materials for Training; and (5) Guide To Using EFF Assessments To Improve Teaching and Learning. A glossary is included. Individual sections contain figures, tables, and references. (Contains 7 online resources and 12 print resources.)
Challenges for Professional Development of Mother Teacher Educators in Information Communication Technologies
Author: Vasumathi, T.
Date: 2009-12-29
Type: Reports - Evaluative
Subjects: Mothers,Team Training,Teacher Attitudes,Professional Development,Teacher Educators,Leadership,Teaching Methods,Information Technology,Computer Mediated Communication,Classroom Environment,Anxiety,Education Work Relationship,Gender Differences,Foreign Countries

Information and Communication Technologies (ICT) have brought new possibilities to the education sector, but at the same time, they have placed more demands on teachers. They now have to learn how to cope with computers in their classrooms, how to compete with students in accessing the vast body of information chiefly via internet and how to use the hardware and software to enhance the teaching/learning process. Therefore the teachers have to spend more time for their Professional Development in order to reach the benefits of ICT to the learners. Ability of teachers in the uses of ICT for education entails sharing of knowledge among teacher educators, intra and Inter-institutional collaboration, and support from principals and administrators. These factors must be in place for the mother teacher educators, accepting their problems and stress they face in order to bring change in the classroom they handle through ICT. Mother teacher educators require ongoing support and opportunities to experiment with new skills and strategies over time. A professional development programme should therefore include more time and special provisions for developing leadership skills, such as decision-making, team building, communicating, and problem solving for mother teachers considering stress factors. Mothers Teachers Professional Development in ICT therefore face number of challenges. This paper discusses various critical components and challenges for professional development of mother teacher educators in ICT.
Science in Afterschool Literature Review
Author: Falkenberg, Karen
Date: 2006-09-00
Type: Information Analyses
Subjects: Student Projects,After School Programs,Active Learning,Skill Development,Science Instruction,Inquiry,Student Evaluation,Teaching Methods,Integrated Curriculum,Family Involvement,School Community Relationship,Tutoring,Federal Legislation,Cognitive Style,Learning Strategies,Student Motivation,Educational Environment,Evaluation Methods,Science Tests,Problem Based Learning,Literature Reviews

In considering science in afterschool, research was reviewed and is presented in this  document on how students learn science; how science is assessed, particularly inquiry  science; recommended practices for afterschool science; and current afterschool science  programs. Databases such as ERIC, Wilson Web, and PsychINFO were searched using combined key words relevant to science education and afterschool. Research journals, the World Wide Web, and predetermined websites deemed likely to have information related to science and afterschool were also searched and leads to other sources followed. Finally, informal networks of persons with knowledge or expertise related to the subject matter were  queried. In the section on how students learn science, the seven principles on how  people learn are outlined in detail. Due to the current emphasis on Science assessment  under NCLB there is a separate section on Assessment and the importance of assessing  and guiding student learning through asking probing questions. Research is presented to  support the five recommenced science practices--investigating science through inquiry,  exploring science through problem--and project-based learning, integrating science with  other content areas, engaging families and using community resources, and tutoring in  science for content and skill development. In the last section, a few notable afterschool  science learning opportunities and afterschool science curricula materials are summarized.   (Contains 1 table and 1 figure.)