ethanporcaro/eric-fulltext-meta huggingface dataset:
Planning for Post-Secondary Is Just a Click Away! Learning Clicks Final Report. 2007/2008 School Year
Author: Alberta Advanced Education and Technology
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Teacher Surveys,Student Surveys,Foreign Countries,Educational Technology,Financial Support,High School Students,Web Sites,Teacher Attitudes,Student Attitudes,Parent Attitudes,Postsecondary Education,Access to Education,Student Financial Aid,Planning,Information Dissemination,Government Role,Junior High School Students,Computer Peripherals,Multimedia Materials,Adults,Peer Relationship,Pilot Projects,Questionnaires,Outreach Programs

Learning Clicks is a program under the provincial department of Advanced Education and Technology's &quot;Raising Awareness about Planning for Post-Secondary&quot; (RAPPS) umbrella; an initiative that supports Strategy 2.4 in Alberta Advanced Education and Technology's 2007-10 Business Plan to enhance parents' and learners' knowledge and awareness of Alberta's advanced learning system, planning tools, and financial support options through a collaborative raising-awareness program. This paper offers a final report for the 2007-2008 school year of the activities and developments of the Learning Clicks initiative. In the 2007/2008 school year, sixteen Post-Secondary Learning Clicks Ambassadors visited 531 schools and delivered nearly 950 presentations to over 19,200 students all across Alberta. Learning Clicks program staff are currently working on development of a completely redesigned CD-ROM and website. Ninety-eight percent of students and 99% of teachers indicated satisfaction with their Learning Clicks presentation. Provincial Student Survey Results, the Regional Student Survey Results, and the analysis of student and teacher survey results are presented. Appended are: (1) Student Survey; (2) Teacher Survey; and (3) Parent Survey.
Advancing PLAR in Alberta: An Action Plan
Author: Alberta Advanced Education and Technology
Date: 2008-10-00
Type: Guides - Non-Classroom
Subjects: Informal Education,Adult Education,Prior Learning,Experiential Learning,Adult Learning,Foreign Countries,Immigrants,Nonformal Education,Nontraditional Students,Access to Education,Program Descriptions,Educational Policy,Postsecondary Education,Educational Assessment,Evaluation Methods,Community Education,Labor Force Development,Educational Planning

People learn in many different ways and in many different places. What is learned informally or experientially is often the same or similar to what may be learned in traditional formal learning environments. There are many reasons why recognizing experiential learning is viable educational option, more so in today's economy than ever before. Prior learning assessment and recognition (PLAR) provides a process for the integration of experiential and nonformal learning into learners' educational journeys. PLAR can be a powerful tool to engage learners to access further education and training which prepares them for the next generation economy. PLAR can be beneficial to all Albertans but is particularly beneficial to people who have not previously identified themselves as learners; people with informal learning gained through life, work and training; immigrants; and, individuals transferring among learning providers, across provincial boundaries, or across professions. This document outlines an Action Plan for advancing PLAR in Alberta. The Action Plan provides Advanced Education and Technology with priority actions to benefit learners by supporting the full potential for PLAR in the advanced education system and the community-based adult education system. The Action Plan contributes to furthering the vision of Campus Alberta by encouraging increased access to learning and collaboration among learning providers. Appended are: (1) What is PLAR? and (2) Current Use of PLAR Nationally and Internationally.
Homelessness: A Common Vocabulary Could Help Agencies Collaborate and Collect More Consistent Data. Report to Congressional Requesters. GAO-10-702
Author: Cackley, Alicia Puente
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Homeless People,Federal Government,Public Agencies,Vocabulary,Definitions,Federal Programs,Data Collection,Information Management

Multiple federal programs provide homelessness assistance through programs targeted to those experiencing homelessness or through mainstream programs that broadly assist low-income populations. Programs' definitions of homelessness range from including primarily people in homeless shelters or on the street to also including those living with others because of economic hardship. GAO was asked to address (1) the availability, completeness, and usefulness of federal data on homelessness, (2) the extent to which research identifies factors associated with experiencing homelessness, and (3) how differences in definitions and other factors impact the effectiveness of programs serving those experiencing homelessness. GAO reviewed laws, agency regulations, performance and planning documents, and data as well as literature on homelessness, and spoke with stakeholders, such as government officials and service providers, about potential barriers. GAO recommends that Education, HHS, and HUD (1) develop a common vocabulary for homelessness; and (2) determine if the benefits of collecting data on housing status in targeted and mainstream programs would exceed the costs. To the extent that the agencies explicitly addressed the recommendations in their comments, they agreed with them. Appended are: (1) Objectives, Scope and Methodology; (2) Bibliography of Studies GAO Reviewed That Analyze Factors Associated with Homelessness; (3) Comments from the Department of Education; (4) Comments from the Department of Health and Human Services; (5) Comments from the Department of Housing and Urban Development; (6) Comments from the Executive Director of the U. S. Interagency Council on Homelessness; and (7) GAO Contact and Staff Acknowledgments. (Contains 3 tables, 2 figures and 48 footnotes.)
The Education Innovator. Volume IX, No. 5
Author: Herbert, Doug, Ed.
Date: 2010-06-25
Type: Collected Works - Serial
Subjects: Educational Innovation,Politics of Education,Parent School Relationship,Parent Student Relationship,Educational Finance

The purpose of the U.S. Department of Education's online newsletter &quot;The Education Innovator&quot; is to promote innovative practices in education; to offer features on promising programs and practices; to provide information on innovative research, schools, policies, and trends; and to keep readers informed of key Department priorities and activities. This issue includes a feature article on the various efforts implemented throughout the states for engaging students, parents, and families. Research studies point to the need for many more comprehensive, strategic approaches to bringing parents and families into partnerships with schools, with the ultimate outcome of these efforts being increased student achievement. Regular sections include: (1) What's New?; and (2) Innovations in the News. (Contains 5 resources.) [For &quot;The Education Innovator. Volume IX, No. 4,&quot; see ED510214.]
Australian Vocational Education and Training Statistics: Students and Courses, 2009
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Community Education,Adult Education,Foreign Countries,Vocational Education,Postsecondary Education,Secondary Education,Training,Data,Public Education,Statistical Surveys,Student Characteristics,Institutional Characteristics,Educational Trends,Educational Certificates,Educational Finance,Courses

This publication provides a summary of 2009 data relating to students, courses, qualifications, training providers and funding in Australia's publicly funded vocational education and training (VET) system. The Australian VET system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees). The system provides training for students of all ages and backgrounds. Students have many options for training and may study individual subjects or full courses that lead to formal qualifications. Training takes place in classrooms, in the workplace, online and through other flexible delivery methods. Providers of vocational education and training in Australia include not only technical and further education (TAFE) institutes, but also universities, secondary schools, industry organisations, private enterprises, agricultural colleges, community education providers and other government providers. (Contains 19 tables and 36 notes on tables.) [For this report's support document, &quot;Students and Courses 2009: Terms and Definitions&quot;, see ED510697.]
Students and Courses 2009: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Vocational Education,Tables (Data),Vocabulary,Definitions,Classification,Information Sources,Industry,Foreign Countries,Statistical Data,Employment Qualifications

This document covers the data terms used in the &quot;Students and Courses 2009&quot; publication and its associated data tables. The primary purpose of this document is to assist users of the publication to understand the specific data terms used within it. Terms that appear in the publication are listed in alphabetical order with the following information provided for each: (1) Definition, a brief explanation of the term; (2) Classification categories, where applicable, defined categories that apply to each term are listed; and (3) Source, a description of the source of this information, including details of any calculations or derivations. Unless stated otherwise, all data are sourced from the national VET Provider Collection. Terms and acronyms which have a broader vocational education and training application have not been included in this document. Appended are: (1) Training Packages Grouped by Industry Skills Councils; and (2) Qualification Equivalents Notional Values. [For the main document, &quot;Australian Vocational Education and Training Statistics: Students and Courses, 2009&quot;, see ED510696.]
Using Performance on the Job to Inform Teacher Tenure Decisions. Brief 10
Author: Goldhaber, Dan
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Tenure,Job Performance,Academic Achievement,Elementary School Teachers,Prediction,Computation,Models,Educational Policy

In recent months a number of states, such as Tennessee, have considered tying teacher evaluations and tenure to student achievement as part of their Race to the Top plans. This research brief evaluates how well early-career performance signals teacher effectiveness after tenure. The brief presents selected findings from a larger study using North Carolina data that examines the stability of value-added model (VAM) estimates and their value in predicting student achievement. This research has important implications for policies relying on VAM estimates to control teacher quality in the workforce, given that a degree of stability of teacher performance over time is implicitly assumed. (Contains 1 table, 2 figures and 12 notes.) [The paper on which this brief is based was presented at the annual meeting of the American Economic Association in Atlanta, Georgia, in January 2010. It, along with other papers presented in the session &quot;Implicit Measurement of Teacher Quality,&quot; is published in &quot;The American Economic Review 100(2)&quot;, May 2010.]
Review of the AVETMIS Standard for VET Providers: Discussion Paper
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Data Analysis,Program Development,Standards,Foreign Countries,Vocational Education,Training,Data,Public Education,Statistical Surveys,Student Characteristics,Institutional Characteristics,Educational Finance,Courses,Research Methodology

The Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for vocational education and training (VET) providers (referred to as &quot;the Standard&quot;) is currently being reviewed by the National Centre for Vocational Education Research (NCVER). The Standard is the framework that underpins the National VET Provider Collection. It provides consistency in data definitions, which ensures accurate data for use in national data collections, where information is compiled from many different sources. This discussion paper is the first step in the review. It provides a framework for feedback and identifies key issues for consideration. There are many issues associated with the specification of a Standard, such as what information is to be collected, from whom and how often. Decisions about implementation of the AVETMIS Standard are made by a range of different bodies and, while the focus of this paper is primarily on the information to be collected, comments on the timing and coverage are also welcome. Two appendices are included. (Contains 1 figure.)
Are All Homeschooling Methods Created Equal?
Author: Taylor-Hough, Deborah
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Home Schooling,Teaching Methods,Instructional Effectiveness,Role of Education,Parents as Teachers,Political Attitudes,Data Collection,Barriers,Religious Cultural Groups,Educational History,Motivation,Outcomes of Education,Creativity,Critical Thinking,Lifelong Learning

For parents looking to see their children develop into the self-reliant, critical thinkers John Taylor Gatto described in his essay, "Against School," and other works, a combination of unschooling and the Charlotte Mason method would have the best chance of overall success. Research shows any method of homeschooling produces standardized test results 20-30 percentile points above public school results. Not all methods will produce the same level of subjective results such as maturity, leadership, and critical thinking, however. The modern homeschooling movement has a long and varied history which begins in the "hippy" movement of the 1960's, moves into the Conservative Christian population during the late 1970's and early 1980's, and then into the mainstream of society today. The motivations for homeschooling can be divided into two sub-groups: Idealogues (religiously motivated) and Pedagogues (academically motivated). These two groups are becoming more diverse as more families join the ranks of the homeschooling movement. The Charlotte Mason method found its way into modern homeschooling through Conservative Christians while unschooling developed in the Liberal Left. By combining both methods, parents can benefit from homeschooling pioneers in both realms of today's modern homeschooling movement.
A Model Comparison for Count Data with a Positively Skewed Distribution with an Application to the Number of University Mathematics Courses Completed
Author: Liou, Pey-Yan
Date: 2009-04-16
Type: Reports - Evaluative
Subjects: Data Analysis,Regression (Statistics),Prediction,Statistical Distributions,Comparative Analysis,Sample Size,Models,College Mathematics,Courses,Academic Achievement

The current study examines three regression models: OLS (ordinary least square) linear  regression, Poisson regression, and negative binomial regression for analyzing count data. Simulation results show that the OLS regression model performed better than the others, since it did not produce more false statistically significant relationships than expected by chance at alpha levels 0.05 and 0.01. The Poisson regression model produced fewer Type I errors than expected at alpha levels 0.05 and 0.01. The negative binomial regression model produced more Type I errors at both 0.05 and 0.01 alpha levels, but it did not produce more incorrect statistically significant relationships than expected by chance as the sample sizes increased. (Contains 19 tables and 7 figures.)
Do Students Really Understand Topology in the Lesson? A Case Study
Author: Narli, Serkan
Date: 2010-00-00
Type: Reports - Research
Subjects: Topology,Misconceptions,Comprehension,College Mathematics,Mathematics Education,Case Studies,Preservice Teachers,Mathematics Tests,Mathematical Concepts

This study aims to specify to what extent students understand topology during the lesson and to determine possible misconceptions. 14 teacher trainees registered at Secondary School Mathematics education department were observed in the topology lessons throughout a semester and data collected at the first topology lesson is presented here. Students' knowledge was evaluated using a written test right before and after the topology lesson. Thus, what the students learnt in terms of the definition and examples of topologic space were specified as well as possible misconceptions. The findings indicated that students did not fully comprehend the topic and misunderstandings were due to insufficient pre-requisite  knowledge of abstract mathematical topics and mathematical notation.
Rhizomatic Literacies: Restructuring Pedagogy and Practice within the Freshmen Composition Classroom
Author: Webb, Adam
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: College Freshmen,Introductory Courses,Writing (Composition),Writing Instruction,Writing Assignments,Writing Exercises,Networks,Theory Practice Relationship,Academic Discourse,Service Learning,Research Proposals,Grading,Social Cognition

Current approaches and trends in writing pedagogy within the composition classroom focus on the development of students' identities through personal, cultural, or disciplinary processes. By employing writing assignments and activities that concentrate on developing certain traits or characteristics of students' identities has led to a "crisis" within the field of composition studies. This crisis exists because many writing pedagogies operate within cognitive and social paradigms, which involve ways of knowing and doing things, such as the use of grammar, interpretation of culture through literature, and methods of research. In essence, many writing pedagogies in the cognitive and social paradigms tend to promote and produce an Academic Literacy that is not only alienating to many students, but that also acts as a "gate-keeping/grade-giving" mechanism (Beaufort, 2007). By viewing freshmen composition from a social-cognitive standpoint, institutions of higher learning can implement curriculums that promote writing assignments and activities that influence students to "trace" academic literacy, which is based on Standard Academic Discourse (SAD). On the other hand, writing pedagogy that incorporates anthropological, ethnographical, and service-learning approaches within a rhizomal paradigm promotes assignments and activities that offer students the opportunity to "map" out their own way of researching and writing within the freshmen composition classroom (Deleuze & Guattari, 1987). The following are appended: (1) English Composition 1301, Section 000; (2) Composition 1301 Grading Rubric: The Resume; (3) Composition 1301 Grading Rubric: The "Interviews" Essays; (4) Writing Assignment # 3: Research Proposal Grading Rubric; (5) Writing Assignment #4: The Research Paper Grading Rubric; (6) Writing Assignment #5: Formal Poster Board Presentation Grading Rubric; (7) Writing Assignment #6: The Final Reflection Grading Rubric; (8) English Composition 1302, Section 000; (9) Composition 1302 Grading Rubric: Service-Learning Project; and (10) Composition 1302 Assignment Description: The Formal Debate on the Service-Learning Project. (Contains 9 footnotes, 3 figures, and 16 tables.)
Developing Competencies by Playing Digital Sports-Games
Author: Kretschmann, Rolf
Date: 2010-02-00
Type: Journal Articles
Subjects: Emotional Intelligence,Physical Education,Socialization,Informal Education,Video Games,Computers,Interpersonal Competence,Learning Processes,Simulation,Athletics,Psychomotor Skills,Cognitive Processes,Teaching Methods

The idea of digital game-based learning (DGBL) is that students (or players) learn something by playing a computer or video game and that an educator can employ digital games to assist and boost both formal and informal learning. There is game software that is not specifically produced for educational use but which is nonetheless regularly implemented in educational settings by educators. These so-called COTS (commercial off-the-shelf) games are particularly effective in socialization processes. COTS sports computer and video games can be divided into three main categories: sports simulation games, sports arcade games and sports management games. After taking a closer look at these sports computer and video games, specifically sports simulation games, it is possible to posit dimensions of competencies that are developed by playing those games. Various examples for each dimension of competencies can be generated: motor competence, cognitive competence, meta-cognitive competence, social competence, emotional competence, personal competence and media competence. Furthermore, examples of implementing digital sports-games in physical education can easily be generated. After comparing the postulated dimensions of competencies of COTS digital sports-simulations with those of "real" sports, the following question arises: Are their respective educational results comparable? (Contains 1 figure.)
An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year Two Impact Report
Author: Glazerman, Steven
Date: 2010-05-17
Type: Numerical/Quantitative Data
Subjects: Teacher Promotion,Mentors,Academic Achievement,Teacher Motivation,Program Effectiveness,Scores,Master Teachers,Program Evaluation,Teacher Effectiveness,Merit Pay,Public Schools,Teacher Persistence,Observation,Compensation (Remuneration),Incentives,Philanthropic Foundations,Teacher Recruitment,Instructional Improvement,Teacher Improvement,Professional Development,Labor Turnover,Urban Schools,Teacher Attitudes,Principals,Longitudinal Studies,Elementary School Teachers,Secondary School Teachers

In 2007, the Chicago Public Schools (CPS) began implementing a schoolwide reform called the Teacher Advancement Program (TAP) using funds from the federal Teacher Incentive Fund (TIF) and private foundations. Under the TAP model, teachers can earn extra pay and responsibilities through promotion to mentor or master teacher as well as annual performance bonuses based on a combination of their value added to student achievement and observed performance in the classroom. The idea behind the program is that performance incentives, combined with tools for teachers to track performance and improve instruction, should help schools attract and retain talented teachers and help all teachers produce greater student achievement. This report provides evidence on the impacts of TAP during the 2008-2009 school year, the second year of the program's rollout in CPS. Appended are: (1) Propensity Score Matching; and (2) Longitudinal Analysis of Test Score Data. (Contains 18 tables, 7 figures and 14 footnotes.) [For the Year One Impact Report, see ED507502.]