ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-K to Jobs: Higher Education's Role in Developing Students for Careers. Seventh Report on the Condition of Higher Education in Ohio
Author: Ohio Board of Regents
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Career Development,Education Work Relationship,Career Readiness,Labor Force,Curriculum Development,Job Skills,Skill Development,Internship Programs,Apprenticeships,Cooperation,Preschool Teachers,Outcomes of Education,Teacher Education,STEM Education

This report examines the status of college and university practices in skills areas that are important to preparing students for careers and the workforce. Some of these practices address the priorities expressed by Ohio businesses while other practices require modification to reflect current workforce demands. Beyond the assessment of current institutional practices, the report highlights statewide initiatives under way to address workforce gaps, and examines higher education's connection to those efforts. The report includes specific recommendations for increased collaboration between educational institutions and industry partners focused on a shared goal to align the educational opportunities in Ohio with industry needs for a skilled, knowledgeable workforce. The six areas covered in this report are: (1) Addressing the Skills Gap through Curriculum Design and Delivery; (2) Positioning Career Services as an Ohio Strategic Advantage; (3) Connecting Knowledge through Application: Co-ops, Internships, and Apprenticeship Programs; (4) Collaborations Designing New Tools for Education and Students; (5) PreK-12 Educators and Student Success in the Economy; and (6) A State Focus on Student Outcomes. The following are appended: (1) Quality and Value in Higher Education: &quot;A Real Chance to Serve 21st Century Students&quot;; (2) Ohio Third Frontier Internship Program; (3) Ohio Means Internships &amp; Co-ops: January 2013-June 2014; and (4) Spring 2014 Educator Preparation Program: Condition Report Survey Results. [For the &quot;Sixth Report on the Condition of Higher Education in Ohio,&quot; see ED561161.]
Equity by Design: Using Peer-Mediated Learning to Advance Equity for All Students
Author: Tan, Paulo
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Peer Teaching,Equal Education,Disabilities,Best Practices,Student Empowerment,Inclusion,Cooperative Learning,Educational Principles,Educational Practices

The use of peer-mediated learning has emerged as a promising practice to transform the classroom experiences of both students with disabilities and their non-disabled peers. This brief summarizes the best practices for implementing peer-mediated learning and advocates situating peer-mediated learning in inclusive, interdependent learning communities to better empower not only students with disabilities, but all students.
TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers
Author: Keser, Hafize
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Technological Literacy,Competence,Technology Integration,Self Efficacy,Preservice Teachers,Correlation,College Freshmen,College Seniors,Measures (Individuals),Comparative Analysis,Gender Differences,Instructional Program Divisions,Prediction,Statistical Analysis

This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study sample comprised 713 freshmen and senior class students studying at different departments at Ankara University Faculty of Educational Sciences on 2012-2013 academic year spring semester. The data collection tools used in the study were Personal Information Form, Technopedagogical Education Competency Scale and Technology Integration Self Efficacy Scale. At the end of the study, TPACK competencies of pre-service teachers' studying at first and fourth years and their selfefficacy perceptions towards technology integration were revealed; and these competencies were examined by gender, grade and department variables. In addition, the correlation between pre-service teachers' TPACK competency levels and self-efficacy perceptions towards technology integration were predicted.
Prediction of Internet Addiction of University Students Based on Various Variables
Author: Yilmaz, Fatma Gizem Karaoglan
Date: 2014-00-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,College Students,Student Behavior,Student Surveys,Foreign Countries,Statistical Analysis,Gender Differences,Departments,Access to Computers,Smoking,Computer Games,Social Media

That internet is developing fast and its cost is becoming cheaper rapidly increases the number of people using this technology. Although internet provides miscellaneous benefits for the users, it also causes them to encounter certain difficulties. Particularly, those young people, who leave their families to study at a university spend most of their time on the internet because of such personal and social problems as having low satisfaction from life, having social anxiety, not being able to communicate or establish relationships and feeling lonely. And this could lead to internet addiction in young people. The aim of this study is to discuss the internet addiction levels of freshmen and sophomores at university within the scope of educational theories and to predict addiction according to various variables. Survey method is used in the study. The study was carried out on 329 freshmen and sophomores studying at economics, science teaching, primary school mathematics education, primary school teaching and social sciences teaching departments of Bartin University in the second term of 2012-2013 academic year. As an end of the study, factors that cause to internet addiction and what can be done to remove these factors are discussed within theoretical framework.
Exploration of Mnemonics for ESL/EFL Vocabulary: Employing the Depth and Elaboration of Processing Theory
Author: Lv, Wenpeng
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Vocabulary Development,Mnemonics,Learning Processes,Pronunciation

Sound, form, meaning, and usage are four essentials of a word. English is alphabetic in its writing system. A word's pronunciation is usually connected with its form; however, the relationship between sound and meaning has been controversial throughout the ages. Vocabulary mnemonics differ from each other in their primary focus of attention. Utilizing the Depth and Elaboration of Processing Theory (hereafter, &quot;DEPT&quot;), (Craik &amp; Lockhart, 1972; Craik &amp; Tulving, 1975), we conducted research regarding major ESL/EFL vocabulary mnemonics. We classified vocabulary mnemonics into shallow- and deep-encoding types, analyzed the advantage and disadvantage of each mnemonic, and concluded that combined mnemonic is more effective.
&quot;Blog, Blog, Blog&quot;: Online Journaling in Graduate Classes
Author: Craig, Dorothy Valcarcel
Date: 2009-00-00
Type: Journal Articles
Subjects: Graduate Students,Electronic Publishing,Web 2.0 Technologies,Student Journals,Journal Writing,Generational Differences,Action Research,Discourse Analysis,Demography,Teaching Methods,Educational Practices,Qualitative Research

In his recent publication, &quot;Grown up Digital&quot; (2009), Tapscott points out that many young adults between the ages of 25-35 are able to interact with various media in addition to multitasking approximately five activities at the same time. The same age group--many of whom are practicing teachers pursuing advanced degrees for a variety of reasons--are enrolled in graduate education classes. In addition, the same population or age group are members of the Net Generation. This distinctive generation is made up of what demographers call the &quot;echo&quot; of the baby boom.
Integrating Technology into Classroom: The Learner-Centered Instructional Design
Author: Sezer, Baris
Date: 2013-10-00
Type: Reports - Research
Subjects: Technology Integration,Learner Controlled Instruction,Instructional Design,Models,Content Analysis,Lesson Plans,Classroom Techniques,Educational Policy,Media Selection,Student Participation,Program Descriptions,Foreign Countries,Grade 7,Grade 6

In this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of the instructional design model were aimed. The ASSURE model is extremely learner centered. Unlike many design models, it was created using cognitive theories of learning as its foundation. The directions of Assure Model are characteristic features of learners, getting stated objectives and selecting the best media and materials for the instruction program. In this study, document analysis method were used. As a result, two example lesson plans given can be updated according to all grades and lessons. With the use of these example plans are expected to perform more effective learning. [This article was presented at the 2nd World Conference on Educational and Instructional Studies--WCEIS, 07-09 November, 2013, Antalya-Turkey.]
Anxiety among University Students and Its Effects on Nutrition
Author: Ongel, Kurtulus
Date: 2015-00-00
Type: Reports - Research
Subjects: Anxiety,College Students,Eating Habits,Nutrition,Student Surveys,Coding,Statistical Analysis,Scores,Age Differences,Drug Therapy,Diseases,Body Weight,Psychological Patterns,Tests,Foreign Countries,Measures (Individuals)

Purpose: It is purposed to determine food habits of the students of Faculty of Medicine at Izmir Katip Çelebi University and to research how it is affected by anxiety in this study. Methodology: While the study was carried out in March, April and May in 2014, its universe was composed of totally 196 students who were from 1st, 2nd and 3rd classes on Faculty of Medicine at Izmir Katip Çelebi University. The survey method which was created by the researchers was used in the evaluation of food habits. In addition, the students' complaints about anxiety were researched by applying The Beck Anxiety Inventory. Coding of data and its statistical analysis were done on the packaged software of SPSS 18.0 for windows on computer. Results: Totally, 196 students (109 girls (55,6%) and 87 boys (44,4%)) were included in the study. The parameters which showed statistical significance with the Beck Anxiety Scores were determined as age (s: 0.000), psychiatric drug use (s: 0.000), the existence of medical disease in himself/herself (0.006), the difficulty which is associated with weight of focusing on course (0.018), guilt about eating (0.001), the frequency of weighing (0.001) and change in eating in date of exam (s.0.032). Conclusions: The parameters whose correlations with anxiety are determined are factors which have never been studied beforehand. From this respect, effect of each one of them must thoroughly be researched one by one. [Additional support for the writing of this article was provided by the Anxiety-Obesity Study Team: Aysegül Acar, Kardelen Akyüz, Imge Korkmaz, Özge Polat, Naime Hülya Tiftikçi, Fatma Pinar Uçar, Seray Uygun, and Hande Yildirim.]
A Review of the Literature on Rural and Remote Pre-Service Teacher Preparation with a Focus on Blended and E-Learning Models
Author: Eaton, Sarah Elaine
Date: 2015-06-00
Type: Information Analyses
Subjects: Literature Reviews,Preservice Teacher Education,Blended Learning,Electronic Learning,Online Courses,Technology Uses in Education,Preservice Teachers,Rural Areas,Technology Integration,Foreign Countries

The purpose of this literature review was to review literature related to pre-service teacher education offered in an online or blended format. Scholarly articles, policy papers and other works were consulted. The results are organized into seven (7) themes, using an annotated bibliography format, with an executive summary for each theme. [This report is an updated version to a previous report. See ED554560.]
Teachers' Attitudes and Approaches: Their Role in Presenting ICT as a Beneficial Learning Tool to Children
Author: Theodotou, Evgenia
Date: 2013-02-00
Type: Reports - Research
Subjects: Teacher Attitudes,Information Technology,Influence of Technology,Teacher Influence,Children,Computer Uses in Education,Interpersonal Competence,Educational Benefits,Observation,Field Studies,Data Analysis,Interpersonal Communication,Semi Structured Interviews

This research investigates the impact of technology, particularly computers on children's social behaviour. There is considerable amount of literature that focuses on children's computer use and its impact on children's health. However, there is lack of research regarding the beneficial use of computers regarding children's social skills. This paper examines whether computers can be used as a beneficial tool for children's education. Furthermore it looks into the views of practitioners on ICT inside classrooms. This is done through observation, field experiment and interviews followed by analysis of the data. The findings have shown that computers can enhance children's social skills and improve communication among them if used in a beneficial way. Information contained in this document adds to contemporary research regarding computers in early years. Furthermore the findings provide practitioners with basic idea how to approach the ICT use in their lessons.
&quot;Bullying in Ages 4-7; Teachers &amp; School Environment's Intervention in the Greek Context&quot;
Author: Theodotou, Evgenia
Date: 2012-09-00
Type: Reports - Research
Subjects: Case Studies,Young Children,Bullying,Educational Environment,Intervention,Foreign Countries,Observation,Interviews,Teacher Role,Peer Relationship,Aggression,Verbal Communication,Student Behavior,Early Childhood Education

This piece of research is a case study that investigates the intervention of teachers and the school's environment as far as bullying is concerned. The children that were observed attend a multicultural school in Athens. A review of the current literature in Greece and in the United Kingdom formed the basis for the offered description and analysis of the phenomenon. This paper examines the essential definitions of bullying, victim and bully. Moreover, in this research a range of forms of bullying, reasons for and potential intervention strategies are presented. Triangulation method was applied. Being more specific, a systematic observation of sixty three children from four to seven years old; an interview that contained twelve open-ended questions, divided in three categories, namely knowledge, intervention and teaching methods; and finally reasons that may justify any form of bullying. Six teachers who work in the same school that children attend were interviewed, in order to enlighten the findings of the observation. This research was brought to a conclusive end with a proposal for school bullying intervention strategies. Nevertheless, these results offer a wide range of intervention strategies in order to protect children from acting as bullies and become victims.
Virtual Learning: Examination of ICT as Beneficial Learning Tool for Children's Social Development
Author: Theodotou, Evgenia
Date: 2012-09-00
Type: Reports - Research
Subjects: Electronic Learning,Information Technology,Child Development,Social Development,Social Behavior,Influence of Technology,Computer Uses in Education,Educational Benefits,Interpersonal Competence,Observation,Interpersonal Communication,Facilitators (Individuals),Early Childhood Education,Foreign Countries,Statistical Analysis,Pretests Posttests

Nowadays, technology is advancing on daily basis and more resources are available for educational purposes. However, there are concerns regarding negative effects it can have on children's development. This research investigates the impact of technology, particularly computers on children's social behaviour. There is considerable amount of literature that focuses on children's computer use and its impact on children's health. Nevertheless, there is lack of research regarding the beneficial use of computers regarding children's social skills. This research examines whether computers can be used as a beneficial tool for children's education and social skills. The chosen methodology for this research includes systematic observation during usual teaching hours and intervention during the activity. The data gathered using these methods are analysed. The findings of this research suggest that computers can enhance children's social skills and improve communication among them if used in a beneficial way through the assistance of a facilitator. Information contained in this paper adds to contemporary research regarding computers in early years. Additionally, the findings aim to provide practitioners with basic suggestions on how to approach the ICT use in their lessons.
Path Not Found: Disparities in Access to Computer Science Courses in California High Schools
Author: Martin, Alexis
Date: 2015-05-00
Type: Reports - Research
Subjects: High School Students,Computer Science Education,Access to Education,Public Schools,Disproportionate Representation,Demography,Race,Socioeconomic Status,Educational Opportunities,Achievement Gap,Minority Group Students,Second Language Learning,School Districts,Enrollment Trends

&quot;Path Not Found: Disparities in Access to Computer Science Courses in California High Schools&quot; exposes one of the foundational causes of underrepresentation in computing: disparities in access to computer science courses in California's public high schools. This report provides new, detailed data on these disparities by student body demographics such as race, socioeconomic status, and primary language. The report also highlights low computer science enrollment in California's 20 largest school districts and offers recommendations to close these gaps in opportunity.
Evaluating the Implementation of Content Classes Delivered in English in Light of a CLIL-Based Curriculum
Author: Cano Blandón, Rubén Darío
Date: 2015-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Measures (Individuals),Observation,Teacher Collaboration,Pedagogical Content Knowledge,Bilingual Education,Bilingualism,Thinking Skills,Critical Thinking,Semi Structured Interviews,Teaching Methods,Course Content,Language of Instruction,Teacher Surveys,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Case Studies,Qualitative Research

At present, the constant pressure that the local government exerts on the implementation of bilingual education in both public and private schools has affected second language teaching in Colombia. As a result, some private schools have started to modify their curriculum by delivering some content subjects in English. This thesis examines the implementation of Content-Based Instruction (CBI) in a private school in Medellin-Colombia from three different perspectives: the teachers' profile, the methodology used in the classes and the sources of knowledge. It first deals with the concepts of bilingualism, bilingual education, Content-Based Instruction (CBI), and Content and Language Integrated Learning (CLIL). It then considers the actual implementation of the teaching pracice and evaluates it in light of what CLIL proposes. The instruments used to collect the data were surveys, class observations and interviews. The results of this study indicate that the content teachers, apart from learning English to deliver their classes, lack training in CBI as well as in the integration of content and language teaching in their classes. It also shows the absence of collaborative work between the language teacher and the content teacher, making it difficult for the latter to deal with language teaching. The research also shows that the content classes were teacher-centered, and that teachers lack training in the use of authentic materials and visual aids along with the development of High Order Thinking Skills (HOTS). This thesis concludes that it is fundamental to revisit the concepts of bilingualism and bilingual education in the Colombian context because bilingual education top-down policies go in one direction and private schools bottom-up actions go beyond the government programs. Appended are: (1) Survey; (2) Class Observation Items; and (3) Semi-Structured Interview.
Setting Academic Performance Standards: MCAS vs. PARCC. Technical Report. Policy Brief
Author: Phelps, Richard P.
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Academic Standards,Academic Achievement,Standard Setting,Educational Policy,Career Readiness,College Readiness,State Standards,Politics of Education,Alignment (Education),Educational Administration,Educational Practices

Political realities dictate that, as with any tests, passing scores on those developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) will be set at a level that avoids having an unacceptable number of students fail. Since Massachusetts is by far the highest performing of the states that remain in the PARCC consortium, the commonwealth's K-12 education standards have the farthest to fall.
2014 Ohio Remediation Report
Author: Ohio Board of Regents
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Remedial Instruction,High School Graduates,School Districts,College Freshmen,Student Placement,Public Schools,Public Colleges,Community Colleges,Enrollment,College School Cooperation,Educational Counseling,Test Coaching,Best Practices

In fulfillment of Ohio Revised Code 3333.041 (A) (1) the Chancellor has published a listing by school district of the number of the 2013 high school graduates who attended a state institution of higher education in academic year 2013-2014 and the percentage of each district's graduates required by the institution to enroll in a remedial course in English or mathematics prior to enrolling in courses generally required for first-year students. In fulfillment of Ohio Revised Code and 3345.061 (H), the Chancellor and Superintendent of Public Instruction herein submit the 2013 Ohio Remediation Report. The report provides a review of the data, an overview of Ohio's Remediation-Free Guarantee, and recommendations for future strategies to reduce the need for remediation.