ethanporcaro/eric-fulltext-meta huggingface dataset:
Cloud Computing in Higher Education Sector for Sustainable Development
Author: Duan, Yuchao
Date: 2016-12-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Internet,Educational Technology,Technology Uses in Education,Information Management,Computers,Computer Networks,Computer Software,Sustainability,Foreign Countries,Barriers,Technology Integration,Mixed Methods Research,Attitude Measures,Online Surveys,Models,College Students,College Faculty,School Personnel,Semi Structured Interviews

Cloud computing is considered a new frontier in the field of computing, as this technology comprises three major entities namely: software, hardware and network. The collective nature of all these entities is known as the Cloud. This research aims to examine the impacts of various aspects namely: cloud computing, sustainability, performance management, government and other aspects in line to develop a new sustainable cloud computing model for the higher education sector in China. Currently, there are several obstacles facing the adoption of cloud computing in China, namely: lack of standards; insufficient educational data and disregard for environmental impacts. A mixed method approach will be employed in this research comprising at least 20 interviews to elicit the attitudes of the cloud users towards the initial model, based on the interviews feedback, the model will be optimized and an online survey will be conducted with a sample size of minimum 390 to examine the perceptions and attitudes of participants towards the new model. The main target participants will be students, academic staff and personnel working in IT departments in Chinese universities. [For full proceedings, see ED571459.]
The Taxonomy of Intervention Intensity
Author: Fuchs, Lynn S.
Date: 2016-12-29
Type: Reports - Research
Subjects: Taxonomy,Intervention,Special Education,Response to Intervention,Case Studies,Grade 5,Elementary School Students,Mathematics Instruction,Individualized Instruction,Student Behavior,Behavior Problems,Difficulty Level,Transfer of Training,Alignment (Education),Progress Monitoring

The purpose of this article is to describe the Taxonomy of Intervention Intensity, which articulates 7 dimensions for evaluating and building intervention intensity. We explain the Taxonomy's dimensions of intensity. In explaining the Taxonomy, we rely on a case study to illustrate how the Taxonomy can systematize the process by which special educators and related personnel (a) first set up the intensive intervention process and (b) then monitor the student's response and systematically improve the program to match the target student's individual needs. The Taxonomy's goal is to increase the quality of intensive intervention, improve student outcomes, and help schools design intensive intervention programs that are clearly distinguishable from less intensive (Tier 2) intervention programs. [At time of submission to ERIC this article was in press with &quot;Teaching Exceptional Children.&quot;]
Benchmarks for Deeper Learning on Next Generation Tests: A Study of PISA. CRESST Report 855
Author: Herman, Joan L.
Date: 2016-07-00
Type: Reports - Research
Subjects: Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,Reading Skills,Mathematics Skills,Scores,Common Core State Standards,Benchmarking,Transformative Learning,Learner Engagement,College Readiness,Career Readiness,Expertise,Statistical Analysis,Evaluation Research,Test Items,Knowledge Level

This report presents the results of expert panels' item-by-item analysis of the 2015 PISA Reading Literacy and Mathematics Literacy assessments and compares study findings on PISA's representation of deeper learning with that of other related studies. Results indicate that about 11% to 14% of PISA's total raw score value for reading and mathematics literacy respectively are devoted to deeper learning, defined as items addressing depth of knowledge (DOK) Levels 3 or 4, based on Norman Webb's framework (Webb, Alt, Ely, &amp; Vesperman, 2005). These levels are compared to those in the Common Core State Standards (CCSS) and in recent tests of the CCSS. Study results suggest the complexity of establishing deeper learning benchmarks. Five appendices are included: (1) Panelist Recruitment; (2) Panelist Biographies; (3) Review Panel Training and Data Collection; (4) Reading Literacy Analyses; and (5) Mathematics Literacy Analyses.
Certain Predictors in the Selection and Design of the New Media Environment for Learning and Teaching
Author: Matijevic, Milan
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Predictor Variables,Instructional Design,Educational Environment,Media Selection,Educational Equipment,Educational Technology,Secondary School Students,Statistical Significance,Models,Specialization,Constructivism (Learning),Selection Criteria,Multiple Regression Analysis,Multimedia Materials,Likert Scales,Correlation,Tenure,Educational Strategies,Sex,Institutional Characteristics,Professional Development

In Croatian classrooms it is possible to observe teaching scenarios that follow the features of constructivist and traditional teaching theories and many variants and combinations of teaching didactics that are student centered and those that are teacher centered. Teachers struggle to find their way in the selection and design of a media environment that fulfils the developmental needs and ways of learning of the net generation. In many classrooms, pupils still spend most of their time seated in twos at tables aligned in three columns listening to and watching what the teacher is saying and doing (in other words, teacher-centered instruction). Teaching equipment and furniture are mostly adjusted to the needs of the traditional theories of teaching and frontal instruction. The research was carried out on a total sample of 435 pupils in the upper secondary level of education in four counties in the continental part of the Republic of Croatia in order to examine the predictors of using the new media environment for learning. The authors employed the stepwise model to determine statistically significant predictors within the model. The predictors, such as the subject specialisation of the teacher, years of service, the traditional didactics paradigm and the constructivist position paradigm account for 12.7% of the variance of the criterion variable of using the new media environment for learning. Sex, type of school and the frequency of permanent professional development were not seen as statistically significant predictors, i.e., they were not included in the stepwise regression models. The question then arises about what the other, non-investigated predictors of the new media environment for learning would be, considering that the predictors determined do not provide an explanation for the high variability of the criterion variable. Years of service and the subject specialism of the teacher are seen as the most significant predictors of using the new media environment for learning. [This report is a selected paper from the International Conference on Education (ICED-2015) (4th, St. Petersburg, Russia, Jun 26-28, 2015).]
2011-2015 USAID Education Strategy Progress Report
Author: USAID
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Educational Strategies,Research Reports,Developing Nations,Access to Education,Educational Quality,Educational Planning,Educational Change,Outcomes of Education,Barriers,Conflict,Change Strategies,Reading Achievement,Equal Education,School Effectiveness,Public Agencies,Federal Programs,Foreign Countries

In 2011, the USAID Education Strategy set forth an ambitious agenda to help solve one of the most pressing challenges facing developing countries: the lack of access to quality education for children and youth. Through this strategy, with a focus on measurable outcomes and ambitious targets, USAID transformed the conversation in the sector from counting inputs and activities to measuring results and redefining the scale USAID should be striving for in their collective work. The 2011-2015 Education Strategy put forward three strategic goals to drive USAID's education investments and mobilize the global community: (1) All Children Reading (ACR)--Improve reading skills for 100 million children in primary grades by 2015; (2) Higher Education and Workforce Development (HEWFD)--Improve the ability of tertiary and workforce development programs to produce workforces with relevant skills to support country development goals by 2015; and (3) Education in Crisis and Conflict (EiCC)--Increase equitable access to education in crisis and conflict environments for 15 million learners by 2015. This report presents the results and accomplishments achieved to date under the 2011-2015 USAID Education Strategy. In addition to reporting on the scale of USAID programming and progress toward the numeric targets of the strategy, this report also reflects on major achievements under the 2011-2015 Education Strategy to date and identifies lessons learned about its design.
Annual Statistical Report of the Public Schools of Arkansas and Education Service Cooperatives [2014-2015]
Author: Arkansas Department of Education
Date: 2016-02-02
Type: Reports - Evaluative
Subjects: Annual Reports,School Statistics,Public Schools,Charter Schools,Expenditure per Student,Average Daily Attendance,Teacher Salaries,Teacher Certification,Budgets,Classification,Income,School Districts,Noninstructional Responsibility,Federal Aid,State Aid

In compliance with the provisions of A.C.A.§§6-20-2201 et seq., the Annual Statistical Report of the Public Schools of Arkansas, Public Charter Schools, and Education Service Cooperatives, 2014-2015 Actual and 2015-2016 Budgeted, (ASR) is presented here. The Rankings of Selected Items of the Public Schools of Arkansas, 2014-2015 Actual, (Rankings) are also included. The appendix in the ASR includes Arkansas Public School Computer Network (APSCN) coding specifications for each line item in the report. The information contained in the report was obtained from the Annual Financial Report (2014-2015 actual) submitted in Cycle 9, due August 31, 2015, and Budget (2015-2016 budgeted) submitted in Cycle 1, due September 30, 2015. The information contained in this report has not been audited. The school districts are listed according to Local Education Agency (LEA) number in the Rankings report, and are ranked from highest to lowest on the following data: (1) Per Pupil Expenditures; (2) Average Daily Attendance (ADA); (3) Average Daily Membership (ADM); (4) K-12 Licensed Full-Time Equivalent (FTE); (5) Average Salary of K-12 Licensed FTE; (6) Licensed FTE; and (7) Average Salary of Licensed FTE. [For the 2013-2014 Actual and 2014-2015 Budgeted report, see ED558513.]
Readiness Matters! The 2015-2016 Kindergarten Readiness Assessment Report
Author: Maryland State Department of Education
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,School Readiness,Academic Standards,Gender Differences,Racial Differences,Asian American Students,White Students,American Indian Students,Alaska Natives,African American Students,Hispanic American Students,Disabilities,English Language Learners,Low Income Students,Child Care Centers,Nursery Schools,Language Skills,Literacy,Mathematics,Interpersonal Competence,Well Being,Psychomotor Skills,Achievement Gap,Counties,Statistical Data

As part of Maryland's ongoing commitment to early learning and school readiness, a comprehensive new Kindergarten Readiness Assessment (KRA) was administered for the second time. This assessment is part of the new Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System (R4K) that was developed to align to the state's more rigorous PreK-12 College and Career-Ready Standards. This report shares the school readiness results of Maryland's children--statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Based on the new higher standards, the new baseline results for this year are: (1) Nearly half of entering kindergarteners in school year 2015-2016 (45%) are demonstrating that they possess the foundational skills and behaviors that prepare them for the curriculum that is based on Maryland's new more rigorous kindergarten standards; (2) 52% of females are demonstrating readiness compared with 39% of the males; (3) More than half of Asian kindergartners (52%), white kindergartners (56%), and Native Hawaiian/Pacific Islander kindergartners (51%) are demonstrating this new level of readiness. American Indian/Alaska Native (44%), African American (41%), and Hispanic (27%) kindergartners are below the state average of kindergarteners (45%) demonstrating readiness; (4) Kindergartners with disabilities, those learning the English Language, and those from low-income households have much fewer students demonstrating readiness than Maryland kindergartners as a whole; and (5) Children who attended child care centers (54%) and non-public nursery schools (66%) the year prior to entering kindergarten exceed the statewide readiness average. [For &quot;Readiness Matters! The 2014-2015 Kindergarten Readiness Assessment Report,&quot; see ED589994.]
Cognitive and Linguistic Predictors of Mathematical Word Problems with and without Irrelevant Information
Author: Wang, Amber Y.
Date: 2016-10-27
Type: Reports - Research
Subjects: Elementary School Mathematics,Elementary School Students,Grade 2,Mathematics Skills,Word Problems (Mathematics),Predictor Variables,Cognitive Processes,Language Aptitude,Short Term Memory,Pretests Posttests,Problem Solving,Arithmetic,Attention,Cohort Analysis,Reading Comprehension,Diagnostic Tests,Reading Tests,Intelligence Tests,Cognitive Ability,Cognitive Tests,Recall (Psychology),Multiple Regression Analysis

The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working memory capacity, and processing speed; in the spring, they were tested on a word-problem measure that included items with versus without irrelevant information. Significant predictors common to both forms of word problems were initial arithmetic and word problem-solving skill as well as language and working memory. Nonverbal reasoning predicted word problems with irrelevant information, but not word problems without irrelevant information. Findings are discussed in terms of implications for intervention and future research. [This paper was published in &quot;Learning and Individual Differences.&quot;]
2016 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2016-00-00
Type: Reports - Research
Subjects: Higher Education,Postsecondary Education,Enrollment,College Attendance,Public Colleges,Private Colleges,College Freshmen,High School Graduates,Graduation Rate,Geographic Location,Gender Differences,Racial Differences,Ethnic Groups,Public Schools,Dropout Rate,College Preparation,College Entrance Examinations,Scores,College Readiness,Academic Persistence,Socioeconomic Status,In State Students,Out of State Students,Student Mobility,Student Financial Aid,Grants,State Aid,Scholarships,Full Time Students,College Transfer Students,Community Colleges,Two Year College Students

The 2016 Nebraska Higher Education Progress Report is the 12th annual progress report designed to provide the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three key priorities for Nebraska's postsecondary education system. These priorities were developed by the 2003 LR 174 Higher Education Task Force and described in detail in a 2004 report published by the Coordinating Commission. They are: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate and then reverse the net out-migration of Nebraskans with high levels of educational attainment. This report is a comparative analysis that measures and evaluates performance in respect to each priority. The following are appended: (1) Nebraska College Enrollments; (2) Actual and Projected Numbers of Nebraska High School Graduates; (3) Nebraska High School Graduation Rates; (4) Nebraska Scores on ACT and SAT Student Assessments; (5) Nebraska College Continuation Rates; (6:) Nebraska and Non-Nebraska, First-Time Freshmen Migration Data; (7) Nebraska First-Time Freshmen Enrollments by Race/Ethnicity; (8) Financial Aid Programs; (9) IPEDS Freshmen Retention Rates; (10) IPEDS College Graduation Rates; (11) IPEDS College Transfer Rates; (12) National Student Clearinghouse Research Center Study: Six-Year Student Success Outcomes and College Completion Rates for Nebraska and the United States; and (13) Estimated Nebraska Net Migration of 22- to 64-Year Olds. [For the 2015 report, see ED590333.]
Selecting Fluency Assessments for Adult Learners
Author: Nightingale, Elena
Date: 2016-00-00
Type: Reports - Research
Subjects: Adult Learning,Adult Literacy,Functional Literacy,Reading Difficulties,Reading Tests,Reading Fluency,Validity,Silent Reading,Reading Comprehension,Decoding (Reading),Correlation,Data Analysis,Achievement Tests

Selecting assessments for adults who struggle with reading can be difficult because few literacy measures used by reading researchers have been normed on this population, leaving uncertainty regarding the validity of these tests for adult learners. This study focused on the performance of 116 adults reading between the 3rd and 8th grade levels on a selection of reading fluency tests and other reading tests. The study examined the convergent and discriminant validity of the measures, taking into consideration the trait and method represented in the assessments in order to analyze how these reading fluency tests (TOSWRF, TOSCRF, WJ Reading Fluency) function when administered to a sample for whom they were not designed. The results suggest that there may be inconsistent patterns in the convergent and discriminant validity of these measures with this group of adult learners. Based on the findings of this study, suggestions are made for assessment selection for this population. [This paper was published in the &quot;Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education&quot; (EJ1125475).]
Exploring the Relationship between Classroom Type and Teacher Intervention Fidelity
Author: Suhrheinrich, Jessica
Date: 2016-12-00
Type: Journal Articles
Subjects: Intervention,Fidelity,Classroom Environment,Correlation,Pervasive Developmental Disorders,Autism,Classroom Techniques,Evidence Based Practice,Naturalistic Observation,Video Technology,Special Education Teachers,Teacher Surveys,Educational Practices,Observation,Likert Scales

As special education enrollment for children with autism spectrum disorders (ASD) has increased, school-based programs and providers have been challenged to expand the scope and quality of services. Researchers and school-based providers are aligned in the goal of providing high-quality services to students with ASD, however current literature does not address how training and implementation needs may differ by the age of children served. The current study evaluates variability in teacher fidelity of Classroom Pivotal Response Teaching (CPRT), an evidence-based naturalistic behavioral intervention based on the principals of applied behavior analysis. Data included 479 individual video units collected from 101 teacher and 221 student participants. Videos were coded using behavioral coding definitions and student demographic information was collected from parents of participating children. Analyses explored differences in fidelity of CPRT by age of students. Results indicate a significant relationship between classroom type (preschool/elementary) and teachers' fidelity of CPRT, suggesting the possibility of targeted training based on student age. [For the corresponding record from the publisher, see EJ1126630.]
An Examination of the Relationship between Postschool Outcomes and Autonomy, Psychological Empowerment, and Self-Realization
Author: Shogren, Karrie A.
Date: 2016-11-01
Type: Reports - Research
Subjects: Personal Autonomy,Empowerment,Self Actualization,Disabilities,Longitudinal Studies,Transitional Programs,Special Education,Self Determination,Employment,Independent Living,Postsecondary Education,Compensation (Remuneration),Enrollment,Secondary School Students,Interpersonal Relationship,Predictor Variables

This study examined, using data from the National Longitudinal Transition Study-2, the impact of constructs associated with self-determination (i.e., autonomy, self-realization, and psychological empowerment, measured while youth were in secondary school) on postschool (a) employment and payment/benefits, (b) education, (c) independent living, and (d) social engagement outcomes. Findings suggest that up to 8 years after youth exited school, autonomy, self-realization, and psychological empowerment predict postschool outcomes. Psychological empowerment showed a strong relationship with employment wages and benefits, and autonomy and self-realization contributed to predicting independent living and postsecondary education enrollment. Implications for future research and practice are discussed. [At the time of submission to ERIC this article was in press with &quot;Journal of Special Education.&quot;]
Discrepancies in Parent and Teacher Ratings of Low-Income Preschooler&apos;s Social Skills
Author: Heyman, Miriam
Date: 2016-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Low Income Groups,At Risk Students,Preschool Children,Preschool Education,Rating Scales,Interpersonal Competence,Behavior Problems,Student Behavior,Racial Differences,Ethnicity,Gender Differences,Family Income,Marital Status,Parents,Educational Attainment,Hypothesis Testing,Statistical Analysis

Parent-teacher rating discrepancies in rating of children's social skills were examined in a low-income, ethnically diverse preschool sample, using the Social Skills Improvement System-Rating Scales [Gresham, F. J. &amp; Elliott, S. N. (2008). &quot;Social Skills Improvement System-Rating Scales.&quot; Minneapolis, MN: Pearson Assessments]. Participants included 663 preschool children (326 male, 336 female, M = 3.51 years, SD = 0.50) rated in the Fall of their preschool year. Children were drawn from 68 classrooms in 13 preschool sites. The results indicated that mean parent ratings were significantly greater than mean teacher ratings for the Social Skills Scale. The mean parent-teacher ratings were not significantly different for the Problem Behaviours Scale. Follow-up analyses indicated that the parent-teacher ratings differed across six of the seven Social Skills subscales. These differences were significantly associated with family income. Implications for parents, teachers, and educational policy are explored. [At time of submission to ERIC this article was in press with &quot;Early Child Development and Care.&quot;]