ethanporcaro/eric-fulltext-meta huggingface dataset:
Career Aspirations: mba.com Prospective Students Survey 2019. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2019-05-00
Type: Reports - Research
Subjects: Occupational Aspiration,Graduate Students,Masters Programs,Business Administration Education,Vocational Interests,Career Choice,Finance Occupations,Accounting,Nonprofit Organizations,Public Sector,Health Services,Manufacturing,Industry,Gender Differences,Consultants,Geographic Regions,Demography,Masters Degrees,Foreign Countries,Educational Trends,College Choice,Graduate Study,Study Abroad,Business Schools

Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate management education (GME) program. The findings detailed in this report are based on responses from a total of 9,617 individuals surveyed between January and December 2018, as well as responses from more than 126,000 individuals surveyed between the years 2009 and 2017. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and specialized business master's programs. This report--the second in a series of topical reports based on mba.com Prospective Students Survey responses collected in 2018--summarizes the findings associated with candidates' postgraduate management education career interests, including goals, industries, and job functions. A pair of previously published reports --a summary report and supplemental report--summarize the survey findings associated with candidate demand for business school programs and study destinations. [Contributors of the report include: Rhonda Daniel, Matt Hazenbush, Gregg Schoenfeld, Tacoma Williams, and Devina Caruthers. To view the summary report, &quot;Demand for MBA and Business Master's Programs: Insights on Candidate Decision Making,&quot; see ED598219. For the supplemental report, see ED598220.]
Work It Out: Employment and Postsecondary Graduates with Disabilities
Author: Marcil, Evelyne
Date: 2016-00-00
Type: Journal Articles
Subjects: College Graduates,Disabilities,Employment,Employment Potential,Job Search Methods,Self Disclosure (Individuals),Education Work Relationship,Career Readiness,Graduate Surveys

There are an increasing number of students with disabilities who are graduating from postsecondary institutions. Finding a job is a concern for these graduates because graduates with disabilities face many barriers when looking for a job. In this study we asked 16 English-speaking postsecondary graduates with disabilities who were employed how they found their job. According to the graduates in our study, contacts/networking and volunteering were important factors in finding out about their job and obtaining employment. Most importantly, the advice that the participants would give to recent postsecondary graduates with disabilities looking for a job were divided into the &quot;four P's&quot; of employment. The &quot;four P's&quot; include, Practical, Personal, People, and Professional experience, which are likely to apply to graduates with and without disabilities.
Turning Today&apos;s Students into Tomorrow&apos;s Stars. Selected Papers from the 2008 Central States Conference
Author: Moeller, Adeiline J., Ed.
Date: 2008-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,French,Newspapers,Authentic Learning,Self Esteem,Oral Language,German,College Students,Russian,Cultural Awareness,Food,Language Proficiency,Photography,Novels,Spanish,History Instruction,High School Students,Critical Thinking,Attitude Change,Student Attitudes,Perspective Taking,Undocumented Immigrants,Video Technology,Foreign Countries,Multicultural Education,Student Needs,Curriculum Design,Learning Processes,Reading Comprehension,Individualized Instruction,Learning Motivation,Mastery Learning,Heritage Education,Language Teachers

The 2008 Central States Conference on the Teaching of Foreign Languages, a joint conference with the Michigan World Language Association, focused on learning about the diverse backgrounds and needs of today's students and discovering new ways to help them succeed in reaching the goal of language proficiency. A wide variety of workshops and sessions offered practical advice on how to deal with reluctant learners on a variety of levels. Immersion-type workshops and sessions were offered to help participants brush up on their language skills, and participants were brought up-to-date on topics such as foreign language advocacy, advanced placement, technology, assessment, culture, brain-based learning, and much more. In addition to &quot;Best of&quot; presentations from 15 states, the program included several encore presentations from last year's &quot;All-Star&quot; presenters. This volume offers the reader a wealth of research based approaches and strategies to language teaching and learning designed to assist the language educator in creating a learning environment that will motivate and engage all students in the language classroom. These articles focus on best practices representing theory-based instruction designed to optimize language communication skills and cultural knowledge for all learners.
State Compensatory Education, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-03-14
Type: Reports - Research
Subjects: Dropout Prevention,Academic Achievement,At Risk Students,School Districts,Elementary Secondary Education,High School Graduates,High School Equivalency Programs,Program Effectiveness,Achievement Tests,Standardized Tests,Elementary School Students,Middle School Students,High School Students,Racial Differences,Ethnicity,Gender Differences,Achievement Gap,Achievement Gains,Intellectual Disciplines,Intervention,Attendance,Socioeconomic Status,Spanish Speaking,Financial Support,Costs,Juvenile Justice,Nontraditional Education,Pregnancy

The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state. The purpose of this report is to describe and evaluate the SCE-funded programs in the Houston Independent School District (HISD) as required by law. The Stanford 10 and Aprenda 3 served as the assessment measures for grades 1 and 2, the State of Texas Assessments of Academic Readiness (STAAR) served as the state assessment measures for grades 3 through 8, STAAR End-of-Course (EOC) served as the state assessment measures for grades 9 and 10, and the Texas Assessment of Knowledge and Skills (TAKS) served as the state assessment measure for grade 11 for the 2012-2013 school year. This evaluation compares at-risk students' performance on the Stanford, Aprenda, STAAR, STAAR EOC, and TAKS with the performance of their not at-risk counterparts. As required by the Texas Education Agency (TEA) (2004), differences in passing rates between at-risk and not at-risk students are reported for the past three years when data are available so that movement in reducing the disparity in passing rates can be ascertained. In compliance with guidelines specified by the TEA (2004), high school completion rates are reported for at-risk and not at-risk students attending HISD. The reported completion rate includes students who graduated, received a GED, or continued to be enrolled. Additionally, the district must evaluate and document the effectiveness of instructional programs in reducing any disparities in performance on the Stanford, Aprenda, STAAR, STAAR EOC, and TAKS and disparities in the rates of high school completion between students at-risk of dropping out of school and all other district students. This evaluation also provides a profile of the SCE programs and services offered to at-risk students in HISD during the 2012-2013 school year.
Learn Languages, Explore Cultures, Transform Lives. Selected Papers from the 2015 Central States Conference on the Teaching of Foreign Languages
Author: Moeller, Aleidine J., Ed.
Date: 2015-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,21st Century Skills,German,Blended Learning,French,Cultural Awareness,Computer Simulation,Technology Integration,Information Technology,Computer Software,Computer Mediated Communication,Grammar,Heritage Education,Spanish,Native Speakers,Computational Linguistics,Translation,Student Attitudes,Teacher Attitudes,Educational Change,Online Courses,Language Teachers,Workshops,Class Activities

The 2015 Central States Conference on the Teaching of Foreign Languages (CSCTFL) was held in Minneapolis, Minnesota together with the Minnesota Council on the Teaching of Languages and Cultures, who served as local host. This year's theme underscores the transformative nature of learning a foreign language. As language teachers we have a great responsibility to provide our students with opportunities to learn and explore languages and cultures in ways that foster intercultural communicative competence. The 2015 conference highlighted strategies, practices, and approaches that world language educators can use to help students develop the attitudes, skills, and knowledge necessary to interact with others in our global community. The CSCTFL 2015 conference featured 35 workshops and more than 200 sessions. Nine of the 16 Central States were represented by &quot;Best of&quot; sessions. 21 sessions from the 2014 conference were presented again at the 2015 conference as &quot;All-Stars.&quot; The session and workshop topics represented at the 2015 conference included technology in the classroom, intercultural competence, assessment, advocacy, best practices, and the use of literature, art, and music in language classes. The authors whose articles are included in the 2015 CSCTFL &quot;Report&quot; addressed the 2015 conference theme, &quot;Learn Languages Explore Cultures Transform Lives&quot; by focusing on those elements that transform foreign language teaching and learning. The articles provide the reader with innovative ideas and approaches for world language instruction that will assist teachers in transforming their classrooms to meet the needs of the 21st century learners.
The Power of Language, the Power of People: Celebrating 50 Years. Selected Papers from the 2018 Central States Conference on the Teaching of Foreign Languages
Author: Foss, Julie A., Ed.
Date: 2018-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Language Proficiency,English (Second Language),Teaching Methods,Films,Chinese,Literacy,Orthographic Symbols,French,Student Attitudes,Handheld Devices,Online Courses,Student Motivation,Multilingualism,Speech Communication,Writing Workshops,Self Determination,Evaluation Methods,Communication Skills

The 2018 Central States Conference on the Teaching of Foreign Languages (CSCTFL), meeting with the Wisconsin Association for Language Teachers, was held in downtown Milwaukee at the Hilton City Center, March 8-10, 2018. Fifty years of annual conferences were celebrated, each one designed &quot;to support language teachers and to advance the study of foreign languages&quot; in accordance with the aim of the founders of CSCTFL. The conference theme focused on two ideas: (1) the power that knowing another language gives the learner, not only to communicate effectively, but also as an entry point into a different culture, alternate perspectives and a more expansive global outlook; and (2) the power that teachers have to engage their students in the language experience, to advocate for their discipline and to promote high-quality instruction as they learn with and from each other. Conference attendees were able to choose from among 21 workshops and more than 200 sessions ranging from elementary to university levels and representing a number of world languages including Latin and ESL. Session and workshop topics throughout the conference included ideas for using the power of art, film, literature, music, and technology to enhance instruction at all levels as well as a myriad of activities and strategies for growing student proficiency, assessing, curating authentic resources, and more. This report contains articles that discuss student empowerment through a wide variety of methods and tactics. All of them provide practical and proven activities with ideas and suggestions to motivate students to discover and strengthen their second-language voice.
Contribution of Conceptual Mapping to Understanding and Memorizing: An Intervention Program for a Student with Special Learning Difficulties in the History Lesson
Author: Moytzouri, A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Concept Mapping,Comprehension,Memorization,Intervention,Learning Disabilities,History Instruction,Special Education,Junior High School Students,Instructional Effectiveness,Computer Uses in Education,Foreign Countries

The current educational research conducted in the context of special education is an attempt to ascertain whether conceptual maps enhance memory and help a child with special learning difficulties in understanding a theoretical lesson, such as the lesson of history. That is why a first-grade Junior high school student diagnosed with special learning difficulties is chosen, who was discouraged by his ineffectual attempt to understand and retrace the lesson of history no longer showed any interest in the lesson. In the framework of this qualitative research, in order to verify the effectiveness of the conceptual maps, a personalized intervention is made in the lesson of history for the student of the first grade, constructing the conceptual maps on the computer with the help of the software program &quot;Inspiration 9&quot;. The lessons were based on the book of the history of first-grade Junior high school and refer to the Classical era in Athens. The intervention program lasted five weeks and the student actively participated in this. Upon completion of the intervention, as well as the student's answers to the same test on the 5th and 7th week of intervention, together with the information given to us by the school teacher and the special education teacher in the integration section, verified the valuable help of conceptual charts in this lesson. In particular, their effectiveness in the field of education and in particular of special education was established and the conditions necessary for conceptual charts to help as much as possible in teaching were explored.
Evaluation of Middle School Students&apos; Attitudes towards STEM Education
Author: Dönmez, Ismail
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,STEM Education,Foreign Countries,Scientific Attitudes,Grade 5,Grade 6,Grade 7,Grade 8,Positive Attitudes,Correlation,Gender Differences,21st Century Skills,Science Education,Technology Education,Engineering Education,Mathematics Education

The aim of this study is to evaluate the attitudes of secondary school students towards STEM education. For this purpose, screening method, one of the quantitative research methods, has been used. Of the 384 students who participated in the research, 50.5% are female and 49.5% are male. Data has been obtained through STEM training attitude scale. The data has been analyzed by means of SPSS 21.0 software with average, standard deviation, t test and correlation techniques. As a result of the study, it has been concluded that the participants have positive attitudes towards the fields that make up STEM. It has been observed that there is no correlation between the participants' attitudes towards STEM and their gender. However, there is a significant positive correlation between their attitudes towards STEM and their success in science and general courses.
Diverse by Design. Selected Papers from the 2009 Central States Conference
Author: Gascoigne, Carolyn, Ed.
Date: 2009-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,Vocabulary Development,Task Analysis,Theory Practice Relationship,Best Practices,Course Content,Learning Strategies,Multimedia Instruction,Diaries,Grammar,Accuracy,History,Food,Travel,Field Experience Programs,Educational Change,Curriculum Design,French,Technology Integration,Study Abroad,German,Teacher Education,Cultural Awareness,Language Teachers

The 2008 Central States Conference on the Teaching of Foreign Languages focused on learning about the diverse backgrounds and needs of today's students. The 2009 Conference continued that focus and added diversity by instructors in using a variety of teaching methods, strategies, themes, technologies, and assessments. Presenters from all 17 states that make up the Central States Conference offered a diverse program, including &quot;Best of…&quot; sessions selected by their respective states. &quot;All-Star&quot; 2008 sessions chosen by the Central States Conference Board were invited to share their expertise again with 2009 conference attendees. There were workshops and sessions for language professionals at all levels and languages. This year's volume offers a varied set of articles representing some of the best practices and innovations in language teaching and learning. Topics range from technology to travel, and should offer something of interest to all members of the readership.
Making Connections: Elementary Students&apos; Ideas about Electricity and Energy Resources
Author: Merritt, Eileen G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Student Attitudes,Scientific Attitudes,Knowledge Level,Energy,Scientific Literacy,Climate,Grade 4,Science Curriculum,Service Learning,Energy Conservation,Science Process Skills,Natural Resources

The development of energy literacy for all citizens is critical as we face climate change and rapid depletion of existing energy resources. This study explores energy literacy development in fourth grade classrooms. Our team developed a curriculum on energy resources aligned with the Next GenerationScience Standards. We then trained teachers how to implement the program and support their students' engagement in a service-learning project related to energy conservation. We used qualitative methods to analyze students 'open-ended responses from an energy literacy assessment. Students were familiar with solar, hydropower and wind energy, and suggested that solar energy should be used more in the future. Students were more easily able to explain energy transfer in wind turbines and solar panels than in other electricity production systems. Students learned important energy and natural resource concepts in the context of an environmental service-learning program. Discussion focuses on the importance of integrated science instruction that helps students see how their electricity use impacts the environ-ment, and provides them with opportunities to take action. We also suggest important ways that renewable energy companies can contribute to energy and climate literacy initiatives.
2020 Vision for 2010: Developing Global Competence. Selected Papers from the 2010 Central States Conference
Author: Bloom, Melanie, Ed.
Date: 2010-00-00
Type: Collected Works - Proceedings
Subjects: Cultural Awareness,Second Language Learning,Second Language Instruction,Meetings,Computer Simulation,Language Proficiency,Teaching Methods,Faculty Development,Computer Mediated Communication,Language Teachers,Teacher Education,French,Music,Language Usage,Communities of Practice,Audio Equipment,Information Technology

The 2010 Central States Conference on the Teaching of Foreign Languages (CSCTFL) focused on exploring various ways to lead students to become part of an internationally competent workforce. Foreign language educators shared their experiences in investigating various modes of assessment, the use of technology, and techniques to motivate students to become proficient users of the target language. Presenters from all 17 states that make up the Central States Conference on the Teaching of Foreign Languages offered a diverse program, including &quot;Best of…&quot; sessions selected by their respective states. Presenters of &quot;All-Star&quot; 2009 sessions, chosen by the CSCTFL Board, were invited to share their expertise again with 2010 conference attendees. There were workshops and sessions for language professionals at all levels and in various languages, including insight into immersion education in Minnesota. This year's volume offers a group of articles representing some of the best practices and innovations in language teaching and learning stemming from the 2010 conference. Authors offer insights into developing global competence through subthemes of technological applications to language learning, pre-service teacher preparation, and approaches to teaching language and culture.
Critical Thinking Skills for Primary Education: The Case in Lebanon
Author: AlJaafil, Eslam
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Thinking Skills,Skill Development,Elementary School Students,21st Century Skills,Elementary School Teachers,Teacher Attitudes,Barriers,Teacher Role,Instruction

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.