ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher-Assessed Student Achievement Data (TAS) Guidance
Author: District of Columbia Public Schools
Date: 2011-07-00
Type: Guides - Classroom - Teacher
Subjects: Academic Achievement,Student Evaluation,Educational Objectives,Evaluation Methods,Teacher Responsibility,Preschool Education,Kindergarten,Elementary Secondary Education,Scoring Rubrics,Public Schools,Scores,Computation,Tests,Guidelines

This guide is intended to assist teachers in the measuring of student learning over the course of the school year. Teachers in the six groups of IMPACT will write teacher-assessed student achievement (TAS) goals at the beginning of the year to gauge student achievement. With the principal's approval, teachers may adapt, as appropriate, the subject-area guidance for writing TAS goals. This guide recommends that: (1) In all cases, assessments used for TAS should be rigorous, aligned to DCPS content standards, and appropriate for the teacher's classes and students; (2) All assessments, student averages, and weights must be approved by the principal or assistant principal; and (3) Administrators may also choose to require certain assessments or common practices at their schools. This general overview provides key dates in the TAS process and recommendations for addressing common issues in developing TAS goals. While these suggestions offer a method of handling these issues, the ultimate decision rests with principals to determine what TAS goals will work best in their school.
Exploratory Factor Analysis Study for the Scale of High School Students' Attitudes towards Chemistry
Author: Demircioglu, Gökhan
Date: 2014-01-00
Type: Journal Articles
Subjects: Factor Analysis,Test Construction,Likert Scales,High School Students,Scientific Attitudes,Chemistry,Attitude Measures,Construct Validity,Reliability,Measures (Individuals),Secondary School Students,Student Attitudes,Componential Analysis

It is important to develop students' positive attitudes chemistry lessons in school because research has suggested that attitudes are linked with academic achievement. Therefore, how to evaluate the attitudes is an important topic in education. The purpose of this study was to develop a Likert-type scale that could measure high school students' attitudes toward chemistry. In order to develop this scale, it was benefited from some studies in the literature and expert ideas. After adjustments based on expert recommendations, a scale which is consisted of 25 items was developed and applied to 200 high school students. In order to determine the construct validity, exploratory factor analysis was performed. In this way, a final scale consists of 20 items. The factor analysis results indicated that the scale has two factors explaining 45.9% of the total variance. In addition, the scale' reliability coefficient (Cronbach's alpha) was found as 0.89. Obtained results showed that the scale which is reliable and valid measurement tool can be used to determine the attitudes of secondary school students to chemistry.
Industrial Provision of Practice Skills of Students Training Gastronomy Education (Case of Turkey)
Author: Sarioglan, Mehmet
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Foods Instruction,Drills (Practice),Food Service,Higher Education,Internship Programs,Statistical Analysis,Sampling,Questionnaires,Educational Quality,Program Implementation,Undergraduate Students,Bachelors Degrees,Expectation,Apprenticeships,Student Attitudes,Administrator Attitudes,Ability,Supervisors

Purpose of this study is to determine to what extent practice skills of students, training in gastronomy education, meet the expectations of food and beverage industry. In the study, 197 students training internship in 27 different firms of total 1540 students training in gastronomy education at higher education level in Turkey were reached by using purposive sampling method. Data were collected by using a structured questionnaire with directors of food and beverage firms. Data obtained from interview form were collected under the categories of ability and frequencies were calculated for these categories. As a result of this study it was concluded that level of practice skills of students training in gastronomy education at higher level in Turkey is far short of the expectations of food and beverage industry.
Fusion Cuisine Education and Its Relation with Molecular Gastronomy Education (Comparative Course Content Analysis)
Author: Sarioglan, Mehmet
Date: 2014-07-00
Type: Journal Articles
Subjects: Cooking Instruction,Course Content,Content Analysis,Comparative Analysis,Philosophy,Higher Education,Theory Practice Relationship,Undergraduate Study,Foreign Countries

The development of gastronomy science caused an increase in the diversification and amount of food-beverage production. Increased and diversified food-beverage production provided commercial value to gastronomy. The greatest factor that provided this commercial value is the spendable income of individuals which increased with the industrial revolution and being able to eat outside their homes, due to their free time. The occurrence of this fact triggered food-beverage businesses to operate as commercial enterprises and made the element of gastronomy an important industry. The development of the industry caused new tendencies to occur with the aim of product diversification. Today, the most important movement developed by businesses is described as molecular gastronomy and fusion cuisine practices. The conceptual relation between fusion cuisine education and molecular gastronomy course contents, the interaction between course contents and course philosophy and course contents in three different programmes of gastronomy education are examined in this study. Within this scope, it is determined that there is a conceptual confusion in defining the courses, and thus there are differences between course content and the basic philosophy of the course. This result revealed the problem of efficiently performing fusion cuisine practices and molecular gastronomy courses. Following the study, recommendations are developed in order to resolve this problem.
ACT Plan: Technical Manual. 2013/2014
Author: ACT, Inc.
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: College Entrance Examinations,Formative Evaluation,Evaluation Research,Test Bias,Culture Fair Tests,Academic Achievement,Disabilities,Achievement Tests,Reading Achievement,Mathematics Achievement,Science Achievement,English,Test Construction,Test Content,Test Items,College Readiness,Academic Standards,Benchmarking,Scores,Scoring,Scaling,Statistical Analysis,Test Reliability,Test Validity,High School Students,Correlation,Psychometrics,Student Records,Reports,Interest Inventories,Student Interests,Occupational Aspiration

This manual contains information about the American College Test (ACT) Plan® program. The principal focus of this manual is to document the Plan program's technical adequacy in light of its intended purposes. This manual supersedes the 2011 edition. The content of this manual responds to requirements of the testing industry as established in the Code of Professional Responsibilities in Educational Measurement, the Standards for Educational and Psychological Testing, and the Code of Fair Testing Practices in Education. ACT regularly conducts research studies as part of the ongoing formative evaluation of its programs. These studies are aimed at ensuring that the programs remain technically sound. Information gleaned from these studies is also used to identify aspects of the programs that might be improved or enhanced. The information reported in this manual was derived from studies that have been conducted for the Plan program since its inception. ACT will continue to conduct research on the Plan program and will report future findings in updated versions of this manual. This manual is organized into the following chapters: (1) The ACT Plan Program; (2) The ACT Plan Tests of Educational Achievement; (3) ACT's College Readiness Standards and College Readiness Benchmarks; (4) Technical Characteristics of the ACT Plan Tests of Educational Achievement; (5) The ACT Plan Interest Inventory and Other Program Components; and (6) Reporting and Research Services.
The Condition of College &amp; Career Readiness, 2014: Florida
Author: ACT, Inc.
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,College Readiness,Career Readiness,High School Graduates,Age Differences,Core Curriculum,Educational Quality,Majors (Students),Career Choice,Academic Achievement,STEM Education,Progress Monitoring,Occupational Aspiration,Benchmarking,Student Characteristics,Racial Differences,Ethnic Groups

Annually American College Testing (ACT) provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is designed to help educators understand and answer the following questions: (1) Are students prepared for college and career, and are younger students on target? (2) Are enough students taking core courses, and are those courses rigorous enough?; (3) What are the most popular majors/occupations, and what does the pipeline for each look like?; (4) What other dimensions of college and career readiness, like academic behaviors, should educators track?; and (5) How are educators tracking progress on Science, Technology, Engineering, and Mathematics (STEM) initiatives? In Florida, there were 129,676 students in the 2014 graduating class who took the ACT.
What Is Rural? Revised
Author: US Department of Agriculture
Date: 2016-04-01
Type: Reports - Descriptive
Subjects: Rural Areas,Definitions,Information Sources,Health Programs,Values,Demography,Federal Government,Bibliographic Databases

Many people have definitions for the term rural, but seldom are these rural definitions in agreement. For some, rural is a subjective state of mind. For others, rural is an objective quantitative measure. In this brief report the United States Department of Agriculture presents the following information along with helpful links for the reader: (1) Introduction to What is Rural; (2) Tools and Data Sources that Define Rural; (3) Define Rural for Health Programs; (4) Define Frontier; and (5) Rural America Values &amp; Character. [This document was revised and updated by Louise Reynnells. The original edition was prepared by Patricia La Caille John.]
Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2011-12. Provisional Version 1a. NCES 2014-035
Author: Keaton, Patrick
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: School Districts,National Surveys,Public Schools,Elementary Schools,Secondary Schools,National Programs,Educational Indicators,Data Collection,Guidelines

This documentation is for the provisional version 1a file of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) Local Education Agency (LEA) Universe Survey for SY 2011-12. It contains a brief description of the data collection, along with information required to understand and access the data file. The CCD is a national statistical program that collects and compiles administrative data from state education agencies (SEAs) covering the universe of all public elementary and secondary schools and LEAs in the United States. The LEA Universe Survey is one of six annual surveys that comprise the CCD. The following are appended: (1) Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2011-12; (2) Value Distribution and Field Frequencies for the Common Core of Data Local Education Agency Universe Survey: School Year 2011-12; (3) Glossary for the Common Core of Data: School Year 2011-12; and (4) State Notes for the Common Core of Data: School Year 2011-12.
American Indian and Alaska Native Heritage Month: November 2013. Facts for Features. U.S. Census Bureau News. CB13-FF.26
Author: US Census Bureau
Date: 2013-10-31
Type: Reports - Evaluative
Subjects: American Indians,Alaska Natives,Cultural Background,Cultural Awareness,Statistical Data,Demography,Population Distribution,American Indian Reservations,Reservation American Indians,Tribes,Family (Sociological Unit),Housing,Languages,Educational Attainment,Employment Level,Veterans,Income,Poverty,Health Insurance,Census Figures

The first American Indian Day was celebrated in May 1916 in New York. Red Fox James, a Blackfeet Indian, rode horseback from state to state, getting endorsements from 24 state governments, to have a day to honor American Indians. In 1990, President George H.W. Bush signed a joint congressional resolution designating November 1990 as &quot;National American Indian Heritage Month.&quot; Similar proclamations have been issued every year since 1994. This Facts for Features presents statistics for American Indians and Alaska Natives, as this is one of the six major race categories. The following topics are presented: (1) Population; (2) Reservations; (3) Tribes; (4) Families; (5) Housing; (6) Languages; (7) Education; (8) Jobs; (9) Veterans; (10) Income and Poverty; and (11) Health Insurance .
Validating the Heirarchy of the iStartSmart® Academic Content
Author: McManis, Perry, W.
Date: 2016-05-00
Type: Reports - Research
Subjects: Validity,Vertical Organization,Computer Assisted Instruction,Preschool Children,Preschool Education,Factor Analysis,Skills,Educational Games,Goodness of Fit,School Readiness

The purpose of this analysis was to investigate the validity of skill groupings in an instructional technology learning system designed for use by children in early childhood education classrooms. A Principal Component Analysis was performed to measure the fit of 18 skill games to their 5 assigned groupings in the system, covering a range of academic school readiness literacy and math skills. Using data from the developer's online reporting system; achievement in those 18 skills was analyzed from a selected group of 274 preschool children from the United States with a high degree of game-play. These outcomes were loaded onto factors selected using an eigenvalue evaluation in an effort to determine the validity of the system's representation of those groupings as they exist in the broader educational context. Results indicate a robust fit between system hierarchy and pedagogical hierarchy, with strong initial loadings along the existing hierarchy, minimal deviation, and weak subsequent loadings. These results suggest that the existing system hierarchy is a good match for the pedagogy which it purports to represent, and in this manner is appropriate for its intended purpose. This lays the groundwork for a future Confirmatory Factor Analysis, and modifications to the system to create an even better fit between the learning system and pedagogy.
A Practical Guide to Regression Discontinuity
Author: Jacob, Robin
Date: 2012-07-00
Type: Guides - General
Subjects: Regression (Statistics),Research Design,Graphs,Computation,Nonparametric Statistics,Validity,Generalizability Theory,Accuracy

Regression discontinuity (RD) analysis is a rigorous nonexperimental approach that can be used to estimate program impacts in situations in which candidates are selected for treatment based on whether their value for a numeric rating exceeds a designated threshold or cut-point. Over the last two decades, the regression discontinuity approach has been used to evaluate the impact of a wide variety of social programs (DiNardo and Lee, 2004; Hahn, Todd, and van der Klaauw, 1999; Lemieux and Milligan, 2004; van der Klaauw, 2002; Angrist and Lavy, 1999; Jacob and Lefgren, 2006; McEwan and Shapiro, 2008; Black, Galdo, and Smith, 2007; Gamse, Bloom, Kemple, and Jacob, 2008). Yet, despite the growing popularity of the approach, there is only a limited amount of accessible information to guide researchers in the implementation of an RD design. While the approach is intuitively appealing, the statistical details regarding the implementation of an RD design are more complicated than they might first appear. Most of the guidance that currently exists appears in technical journals that require a high degree of technical sophistication to read. Furthermore, the terminology that is used is not well defined and is often used inconsistently. Finally, while a number of different approaches to the implementation of an RD design are proposed in the literature, they each differ slightly in their details. As such, even researchers with a fairly sophisticated statistical background can find it difficult to access practical guidance for the implementation of an RD design. To help fill this void, the present paper is intended to serve as a practitioners' guide to implementing RD designs. It seeks to explain things in easy-to-understand language and to offer best practices and general guidance to those attempting an RD analysis. In addition, the guide illustrates the various techniques available to researchers and explores their strengths and weaknesses using a simulated dataset. The guide provides a general overview of the RD approach and then covers the following topics in detail: (1) graphical presentation in RD analysis, (2) estimation (both parametric and nonparametric), (3) establishing the interval validity of RD impacts, (4) the precision of RD estimates, (5) the generalizability of RD findings, and (6) estimation and precision in the context of a fuzzy RD analysis. Readers will find both a glossary of widely used terms and a checklist of steps to follow when implementing an RD design in the Appendixes. The following are appended: (1) Glossary; (2) Checklists for Researchers; and (3) For Further Investigation.
Developmental TVET Rhetoric In-Action: The White Paper for Post-School Education and Training in South Africa
Author: Akoojee, Salim
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Technical Education,Educational Policy,Rhetoric,Role of Education,Inclusion,Democracy,Postsecondary Education,Adult Education,Education Work Relationship,Access to Education,Community Colleges,Development

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training (DHET, 2013) approved by Cabinet in November, 2013 is referred to by the Minister as the &quot;definitive statement of the governments vision for the post school system&quot; (DHET, 2013, p.4) and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.
Oral Dialogue Journals and Iranian EFL Learners' Pronunciation
Author: Beh-Afarin, Seyed Reza
Date: 2009-00-00
Type: Journal Articles
Subjects: Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Statistical Analysis,Control Groups,Pronunciation Instruction,Teaching Methods,Diaries,Audio Equipment,Teacher Student Relationship,Feedback (Response),Evaluators,Phonology,Intonation,Foreign Countries,Indo European Languages,Native Language,Profiles,Questionnaires,Pretests Posttests,Interrater Reliability

This study focused on the impact of oral dialogue journals on Iranian EFL learners' pronunciation. Three classes of intermediate learners, after being reassured of their homogeneity, were randomly assigned to treatment (14 students), control (9 students), and placebo (10 students) groups. Learners in the treatment group had to respond to the teacher by recording their voices using a voice recorder for two to five minutes. Learners in the placebo group had to record their voices in a form of monologue and learners of the control group did pronunciation practice and activities as a usual requirement of the course. The recorded oral dialogues between the teacher and the learners were thematically related to the units of their course book. The teacher then had to respond as fully as possible by giving the feedback in the forms of, for example, recast to emphasize learners' mispronunciation. Brown's (2004) scale for pronunciation rating was used by two trained raters. The data were then analyzed through one-way ANOVA and it was revealed that the learners in the treatment group had better pronunciation achievement regarding, focus on sound, focus on word stress, focus on connected speech, and focus on intonation. The results suggest the use of oral dialogue journal for pronunciation instruction.
RISE Evaluation and Development System: Student Learning Objectives Handbook
Author: Indiana Department of Education
Date: 2016-00-00
Type: Guides - Non-Classroom
Subjects: Behavioral Objectives,Teacher Evaluation,Academic Achievement,Achievement Gains,Growth Models,Educational Assessment,Classification,Goal Orientation,Scoring,Check Lists,Elementary Secondary Education

With the help of teachers and leaders throughout the state, the Indiana Department of Education has developed an optional model teacher evaluation system named RISE. Whether corporations choose to adopt RISE or a model of their own, the department's goal is to assist corporations in developing or adopting models that both comply with IC 20-28-11.5 (the law surrounding teacher evaluation), and are fair, credible and accurate. Regardless of model or system, evaluations must: (1) Be annual; (2) Include Four Rating Categories; and (3) Include Student Growth Data: Evaluations should be student-focused. First and foremost, an effective teacher helps students make academic progress. A thorough evaluation system includes multiple measures of teacher performance, and growth data must be one of the key measures. This Student Learning Objectives handbook focuses on the third requirement of IC 20-28-11.5, &quot;Including Student Growth Data.&quot; More specifically, it focuses on one of the multiple measures of student learning in RISE: Student Learning Objectives. This handbook defines Student Learning Objectives (SLOs) and their purpose, provides an overview of how SLOs fit into the teacher evaluation context in Indiana, and provides step-by-step instructions on how to write an SLO. Contains a glossary. The following are appended: (1) Forms; (2) Mastery Standards for State Tests and Common Corporation Assessments; and (3) Sample Student Learning Objectives.