ethanporcaro/eric-fulltext-meta huggingface dataset:
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Alaska
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Alaska edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Alaska is making progress toward meeting some of the goals, significant room for improvement remains in many others. The state completely missed seven goals, met a small portion of three, partially met one, nearly met one and fully met three, including one best practice designation. Alaska's best performances are in its pension plan policies and its articulated consequences for teachers with unsatisfactory evaluations. The state has the most work to do on making tenure decisions meaningful, requiring effective induction for all new teachers, ensuring only factors that advance teacher effectiveness are required for permanent licenses and strengthening some policies regarding teacher compensation. Alaska's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Alaska has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support was provided by The Teaching Commission. For the national report, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Colorado
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Colorado edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Colorado is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed four goals, met a small portion of four, partially met four, nearly met one and fully met two, including one best practice designation. Colorado's best performances are in its articulation of consequences for teachers with unsatisfactory evaluations and its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching. The state has the most work to do in making tenure decisions meaningful and strengthening some policies regarding teacher compensation. Colorado's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Colorado has an overall performance of C- for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Florida
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Florida edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Florida is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed four goals, met a small portion of three, partially met four and fully met four, including one best practice designation. Florida's best performances are in its requiring of instructional effectiveness in teacher evaluations, its articulated consequences for teachers with unsatisfactory evaluations, its support of differential pay in shortage subject areas and high-needs schools, and performance pay. The state has the most work to do in making tenure decisions meaningful, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening some policies regarding teacher compensation issues. Florida's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Florida has an overall performance of C- for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Delaware
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Delaware edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Delaware is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed six goals, met a small portion of two, partially met four, nearly met two and fully met one. Delaware's best performance is in its requirement of multiple formal evaluations for new teachers. The state has the most work to do in making tenure decisions meaningful, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening policies regarding teacher compensation issues. Delaware's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Delaware has an overall performance of C- for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
How a Learner Self-Regulates Reading Comprehension: A Case Study for Graduate Level Reading
Author: Fadlelmula, Fatma Kayan
Date: 2010-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Interviews,Graduate Study,Higher Education,Case Studies,Evaluation,Data,Models,Educational Environment,Reflection,Motivation,Protocol Analysis,Reading Strategies,Observation,Check Lists,Video Technology

The purpose of this study is to examine how a learner self-regulates learning while reading an academic text. In particular, the aim is not to generalize self-regulatory processes for any learning task, but to have an overall idea about how a learner self-regulates. In particular, Pintrich's SRL (self-regulated learning) model is used to find out whether the model was apparent in the learner's reading comprehension process. In this model, self-regulatory processes are categorized into 4 phases (forethought, monitoring, control and reflection), and each phase is divided into 4 areas of self-regulation (cognitive, motivational, behavioral and contextual). The data were collected through observation, videotaping and semi-structured interview. Purposeful sampling was used to obtain an in-depth understanding about how an experienced learner self-regulates and uses different kinds of strategies while reading an academic text. The result of the study revealed that all the phases in the model were apparent in the participant's reading comprehension task. However, it was difficult to decide on which strategies were belonging to monitoring or control phases. Actually, much of the empirical work also does not find much separation on these phases. This might be because these phases are reflecting the learner's thinking process. (Contains 1 table.)
Testing the Effects of Interactive Courseware Template for the Learning of History among Form One Students
Author: bin Mohamad, Rossafri
Date: 2010-10-00
Type: Journal Articles
Subjects: Multimedia Materials,Learning Motivation,Courseware,Active Learning,Statistical Analysis,Educational Environment,Thinking Skills,Teaching Methods,History Instruction,Instructional Design,Secondary School Students,Instructional Effectiveness,Student Attitudes,Cognitive Ability,Predictor Variables,Gender Differences,Questionnaires,Hypothesis Testing,Multimedia Instruction,Technology Integration

This article presents a study on the use of multimedia technology for the teaching of Form (Grade) One history, which is a form of narrative subject in nature. Specifically, it is to study the viability of multimedia materials in supporting active learning for subjects which are in narrative form. Due to the scarcity of interactive multimedia materials in the market for subjects in narrative form as compared to mathematics, science or technical subjects, subjects in this form are generally taught using traditional approach, creating an imbalance in the use of technology supported learning environment between science and non-science subjects. Therefore, in order to create an active learning environment that impacts and stimulates students' thinking skill as well as to create provisions for growth in parity with science and technical subjects, this study proposes the use of multimedia courseware template for the teaching of subjects that are in narrative form. Sample for the study consists of students from Form One in secondary schools. Collection and analysis of data were carried out quantitatively and qualitatively. T-test, One-way ANOVA (analysis of variance) and descriptive statistical analysis were used to measure the effectiveness of instruction assisted with multimedia materials. On the whole, all null hypotheses of the study were accepted. The findings also showed that all respondents unanimously agreed that the use of multimedia learning materials is able to improve the style, technique, method and quality of instruction, thus promoting motivation to learn and active learning environment. (Contains 11 tables.)
A Case Study on Mathematics Anxiety for Mathematics of Finance Course
Author: Abidin, Rabiatul Alawiyah Zainal
Date: 2010-11-00
Type: Journal Articles
Subjects: Rating Scales,Foreign Countries,Mathematics Anxiety,Case Studies,Business,Undergraduate Students,Gender Differences,Mathematics Instruction,Questionnaires,Finance Occupations,Mathematics Achievement,Required Courses

The DIIA (Diploma in Investment Analysis) students from the FBM (Faculty of Business Management) were required to undertake several MOF (Mathematic of Finance) courses. The passing rates for all of the MOF courses were good except for one course. There are many factors for this low passing rate phenomenon for this particular MOF course. One of the factors is mathematics anxiety as suggested by Richardson in 1971. As a result, this paper is carried out in order to measure the undergraduates' level of mathematics anxiety in general and between genders in this one particular course. The outcome is expected to fill in the gap as study of anxiety in MOF is still lacking. A 30-item MARS (Mathematics Anxiety Rating Scale) is adapted and used in this study, because this course is predominant by complex computations. The Ss (samples) of the study are 119 students who undertook this MOF course during the study semester of December 2008 to April 2009 in UiTM (Universiti Teknologi MARA). It is expected that the findings will show that the Ss have a considerably high mean for mathematics anxiety; and female students have a higher mean of mathematics anxiety as compared to their male counterparts. The study confirms the expectation of the researchers. In terms of the final and overall results, it was expected that the passing percentage be dominated by the male students. However, at the end of the study, the overall performance of the female students was much better compared to their male counterparts. (Contains 3 figures and 9 tables.) [This paper was previously presented in the International Conference on Teaching &amp; Learning in Higher Education 2009 (ICTLHE09), Malaysia, November 22nd-25th, 2009.]
Use of Digital Console Game for Children with Attention Deficit Hyperactivity Disorder
Author: Chuang, Tsung-Yen
Date: 2010-11-00
Type: Journal Articles
Subjects: Behavior Disorders,Attention Deficit Hyperactivity Disorder,Child Behavior,Attention Span,Video Games,Outcomes of Treatment,Cognitive Restructuring,Behavior Modification,Attention Deficit Disorders,Drug Therapy,Foreign Countries

ADHD or ADD (Attention Deficit/Hyperactivity Disorder) is one of the most frequently diagnosed mental and behavioral disorders of children. Children with ADHD are characterized by poor attention and distractibility and/or hyperactive and impulsive behaviors. Although there is no &quot;cure&quot; for ADHD, there are accepted treatments that specifically target its symptoms. The most common standard treatments include medication, psychological or behavioral modification, and educational approaches. However, more and more parents began to worry about the side effects of medication. For this reason, this study proposed a new treatment by using digital console games to assist children who suffer from ADD to improve their attention condition. With the advantages of gaming apparatus, this study intends to improve the effect of behavioral intervention and cognitive remediation therapy for ADD children. (Contains 2 tables, 3 figures, and 1 footnote.) [The research reported in this paper has been supported in part by the National Science Council in Taiwan.]
Gaps in Management Education: A Case Study of University of Management and Technology
Author: Abdur-Raouf
Date: 2010-11-00
Type: Journal Articles
Subjects: Business Administration Education,Administrator Education,Learning Strategies,Alumni,Case Studies,Student Attitudes,Teacher Attitudes,Graduate Surveys,Foreign Countries,Questionnaires,Likert Scales,Education Work Relationship,Curriculum Evaluation,Program Effectiveness,Participant Satisfaction

This paper aims to identify the gaps in management education highlighted by 3 primary stakeholders: students, faculty and alumni. The study tries to address the issue of relevance and compatibility of management education and investigates areas of improvement perceived by respondents. The paper assumes that business departments of universities have to bring changes in learning strategies to meet the requirements of stakeholders. This research takes UMT (University of Management and Technology) as a case study and presents gaps in management education. Data are collected from all the 3 stakeholders: students, faculty and alumni of MBA (Master in Business Administration) program offered at UMT. The survey is administered using an exclusively-designed research instrument and the data set of 211 students, 55 faculty members and 145 alumni is analysed using appropriate statistical techniques. The management of business schools should develop an integrated and well-coordinated mechanism to share common vision and strategies among stakeholders. A need to revise current MBA curriculum is identified, which emphasizes on the development of different types of skills among MBAs to make the program compatible with the existing corporate sector. The universities dealing in management education are recommended to redesign their curriculum in a more integrated and coordinated way in anticipation with aspiration of the existing corporate sector, which would then help reduce the identified gaps among stakeholders. The management of business schools should have a continuous assessment mechanism incorporating the feed back of all stakeholders, particularly students, faculty and alumni. The paper makes a fruitful contribution to the existing academic literature through an empirical investigation in Pakistani environment. A critical discussion is carried out, and gaps in management education are highlighted, which may motivate management institutions to revise their curriculums. (Contains 6 figures and 12 tables.)
Graphic Design: A Sustainable Solution to Manage the Contents of Teaching Materials
Author: Victor, Garcia Izaguirre
Date: 2010-11-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Teaching Methods,Educational Resources,Instructional Materials,Sustainable Development,College Instruction,Graphic Arts,Instructional Design,Computer Assisted Instruction,Computer Peripherals,Computer Software,Multimedia Materials,Quasiexperimental Design,Teacher Surveys,College Faculty,Instructional Material Evaluation

There is a concern that the teaching of subjects is applied not only with support from a set of technological devices, but largely in the proper use of teaching and new technologies. Taking this idea, the authors develop a research and sustainable design that result in educational materials in solid content and technological innovation, also to have the benefit of learning process of a particular subject. The project is in its stage of development of educational materials, which indicates that only the experiment is missing. (Contains 5 figures.)
Beyond Stigmatization of Children with Difficulties in Learning
Author: Hido, Margarita
Date: 2010-10-00
Type: Journal Articles
Subjects: Learning Problems,Learning Disabilities,Foreign Countries,Attitudes toward Disabilities,Inclusion,Teacher Surveys,Questionnaires,Dropouts

In the Albanian schools settings does not exist religious discrimination, neither gender discrimination, but there exists a discrimination, as unfair against children called &quot;difficulty&quot;. The children who drop out of school are by far less numerous compared with those who start school, but who are not properly treated, so that they can progress the same as other children. The object of this article is the children with learning difficulties, the causes of these difficulties. One of the reasons, among many others, why this secret dropping out of school happens is also difficulty in learning that quite a few number of pupils have, which are not known to everyone, and consequently are not treated by all the teachers, or by the other people who surround the child, condemning him to a school failure and slim chances to succeed later in life. It has often been pointed out that to define the causes of these learning difficulties it is not an easy task. A large number of factors intermingle bringing about the hell of learning for some children. If it is impossible to intervene in different organic damages (even they in many cases can be prevented though), at least those depending on people can be avoided by offering a favorable environment, showing fondness towards them and making efforts to help these children. Above all, the authors have to be willing, to know and be able to do this as parents and precisely as teachers. (Contains 5 figures.)
Teaching Statistics in Labor, Social, Juridical or Economic Studies
Author: Navarrete-Alvarez, Esteban
Date: 2010-10-00
Type: Journal Articles
Subjects: Academic Achievement,Statistics,Labor,Teaching Methods,Higher Education,College Students,Statistical Analysis,Hypothesis Testing,Labor Relations,Probability,Surveys,Sample Size,Intervals,Comparative Analysis,Economics Education,Social Sciences,Education,Data

Statistics teaching should not be carried out in the same way for all kinds of university students. Instead, teaching statistics should take into account the different fields of study that students have chosen. For example, students of sciences or engineering have different interests and backgrounds compared to students of any social or juridical field. The authors address this latter group of students (social, juridical, labor or even economics). The authors propose a direct approach: beginning with a real situation or supposition with real data. Questions of interest are explored and put into the language of statistics. To answer the questions, the necessary statistical methods are used. If needed, these methods are presented and explained at that time. Finally, the authors return to the beginning, to give an interpretation of the results. The approach takes into account the students' levels and the kind of studies or professional orientation of these students. (Contains 4 tables, 2 figures, and 1 footnote.)