ethanporcaro/eric-fulltext-meta huggingface dataset:
Validation of Quality Rating and Improvement Systems for Early Care and Education and School-Age Care. Research-to-Policy, Research-to-Practice Brief. OPRE 2012-29
Author: Zellman, Gail L.
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Child Care,Early Childhood Education,Program Effectiveness,Scores,Validity,Total Quality Management,Methods,Planning

Quality Rating and Improvement Systems (QRIS) for early care and education and school age care programs are designed to collect information about quality and to use that information to produce program-level ratings, which are the foundation of a QRIS. The ratings are intended to make program quality transparent for parents and other stakeholders and to encourage the selection of higher-quality programs. The ratings also provide benchmarks that can support efforts to help programs improve their quality. &quot;Validation&quot; of a QRIS is a multi-step process that assesses the degree to which design decisions about &quot;program quality standards and measurement strategies&quot; are resulting in accurate and meaningful ratings. Validation of a QRIS provides designers, administrators and stakeholders with crucial data about how well the architecture of the system is functioning. A carefully designed plan for ongoing validation creates a climate that supports continuous quality improvement at both the program and system level. To date, QRIS validation efforts have been limited. One reason may be that validation is a complex endeavor that involves a range of activities. The purpose of this Brief is to help QRIS stakeholders better understand validation and to outline a set of complementary validation activities. The Brief defines validation, describes different types of validation studies, and provides guidance on developing a validation plan, including tools to determine the appropriate scope and timing of validation activities. It also lists references and resources for those who wish to learn more. This Brief is aimed at readers in positions to authorize, finance, design, and refine QRISs and other quality improvement efforts, including state child care administrators, early education policy and program specialists, legislators, and other potential funders. A list of resources is included. (Contains 3 tables, 3 footnotes and 7 endnotes.)
Innovation-Centric Teaching and Learning Processes in Technical Education
Author: Vikas, Om
Date: 2012-02-00
Type: Journal Articles
Subjects: Innovation,Creativity,Engineering Education,Technical Education,Vocational Education,Sustainable Development,Global Approach,Accreditation (Institutions),Evaluation Criteria,Case Studies,Computer Science Education,College Curriculum,Educational Change,Foreign Countries

Globalization has put countries in competitive and collaborative mode. Underdeveloped nations are in catch-up phase, developing nations are in competitive phase and the advanced nations are in commanding phase with respect to certain technologies. Innovation--Technological, Business and Education--is imperative for sustainable socio-economic development. Education innovation is basis for technological and business innovation. With the advent of Information and Communication Technologies (ICT), curricula, mode of instruction and teaching-learning methods are undergoing major revision. There is attitudinal mismatch between digital native learners and digital immigrant teachers. Engineering education needs revisiting curricula and pedagogy. &quot;Knowledge&quot; acquisition, guided/unguided, &quot;skill&quot; development, simulated/hands-on, and &quot;concern&quot; about society are part of Teaching-Learning processes. Innovation-centric education radar is presented that relates four key dimensions: Offerings (What), Beneficiaries (WHO), Processes (How), and Presence (Where) Assessment and accreditation bodies in various countries for higher technical education place high weightage for Teaching-Learning processes. Innovation needs to be fostered among students and teachers during Teaching-Learning (T-L) processes. Inclusive innovation that may comprise laboratory based structured innovation and Jugaad/unstructured intuitive innovation needs to be promoted for rapid inclusive growth. Bridging Vocational training with engineering education is also advocated to meet huge demand of quality technicians and engineers with entrepreneurial traits. Inclusive innovation will accelerate inclusive growth of the country. Steps to augment innovation may include curricular reforms, faculty development, prolonged academic leadership, accreditation renewal on higher standards, innovation-conducive pedagogy, adopting a village for overall growth, professional communication. (Contains 3 tables and 1 figure.)
A Scandinavian View on the Aesthetics as a Learning Media
Author: Austring, Bennye D.
Date: 2012-02-00
Type: Journal Articles
Subjects: Art Education,Foreign Countries,Aesthetics,Self Concept,Interpersonal Competence,Teaching Methods,Creativity,Imagination,Educational Research,Educational Philosophy,Learning Processes,Sensory Experience

As the aesthetic learning process is always relational and developed in interaction with the  surrounding culture, the participants in the aesthetic activities can develop cultural identity and social skills. Add to this that the individual can share its inner world with others through aesthetic activities in the potential space and in this way create balance between its inner and outer world, realize itself and develop individual and collective identity. Last but not least aesthetic activities strengthen the joy of life, and they are an arena for development of imagination and creativity--society's most important resources. The two Danish authors argue for this point of view based on a triangle of psychological, philosophical and social scientifically approaches provided through the last two decades of Scandinavian research in particular. First and foremost they refer to the Norwegian social scientist Hansjorg Hohr's three learning methods, among these the Aesthetic Learning Method, but also to the English psychologist Donald W. Winnicott's theory of the Potential Space and the Danish philosopher Mogens Pahuus' concept of &quot;being in tune&quot;. On this background the authors sum up the potentials of art education and finally offer a new definition of an aesthetic learning process. (Contains 4 figures.)
Coherence in the General Education Experience through the Inclusion of Physical Education
Author: Young, Shawna
Date: 2012-02-00
Type: Journal Articles
Subjects: Physical Education,General Education,Interdisciplinary Approach,College Curriculum,Models,Curriculum Implementation,Public Colleges,Core Curriculum,Course Descriptions,Accreditation (Institutions),Educational History

The purpose of this paper is to share how physical education (PE) offers a unique place of interdisciplinary connections, contributing to coherence in the general education (GE) experience, and to demonstrate the overall value of PE, serving as a rationale for its inclusion in a GE program. A definition of GE is provided, followed by an historical overview of GE in the United States, identifying predominant GE curricular models. An example of how coherence in the GE experience can be obtained through the inclusion of physical education is provided through the examination of a GE model at a California public university.
Disabilities in Early Childhood: How Prepared Are Educators?
Author: Spano, Colleen
Date: 2010-00-00
Type: Reports - Research
Subjects: Autism,Down Syndrome,Young Children,Early Childhood Education,Teacher Qualifications,Inclusion,Disabilities,Mainstreaming,Preschool Teachers,Teacher Surveys,Teacher Competencies,Knowledge Base for Teaching,Early Intervention,Educational Legislation,Teacher Education Programs,Delivery Systems,Attention Deficit Hyperactivity Disorder

In the state of Indiana, early childhood educators are not required to attain any pre-service education. Typically this means that the people working day to day with children have not been trained to do so, and if there is a child with a disability in the classroom the educators are especially unprepared. The purpose of this research was to discover where early childhood educators receive their information regarding including children with special needs, as well as explore what further educational opportunities are sought by these educators. Two hundred eighty three early childhood educators were surveyed in regards to their educational background on disability related topics as well as their confidence on the current implementation of inclusive practices at their facilities. Thirty seven surveys were completed and analyzed for data collection. The results indicated that while many of the professionals surveyed had background knowledge about disabilities few were confident in their abilities to make appropriate adaptations and modifications within their childcare environment. The results showed that the majority of respondents (&quot;n&quot; = 21)  believed they need more specific training on helping children with ADHD in their classrooms, even though that same number of respondents have already received training on this topic. The results also indicated that respondents felt they need more specific training on helping children with autism (&quot;n&quot; = 20), sensory processing disorders (&quot;n&quot; = 18), Down Syndrome (&quot;n&quot; = 17), and challenging behaviors (&quot;n&quot; = 14) to be successful in the classroom. The reasons why educators are not properly prepared to educate all children as outlined in many federal mandates was investigated, and also the ways in which general educators are being assisted within their classrooms with the children with special needs placed in their care. Appended to this document are the following: (1) Email Letter to Participants; and (2) Survey Monkey Survey. (Contains 13 tables.)
Understanding the Challenges of Diversity: Analyzing a Restructured Curriculum
Author: Riegle, Sandra
Date: 2012-04-00
Type: Reports - Research
Subjects: Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Teaching Methods,Student Diversity,Homosexuality,Racial Bias,Gender Bias,Social Bias,Attitude Change,Questionnaires,Program Effectiveness,Discussion (Teaching Technique)

Teacher education is plagued by challenges pertaining to preservice teachers' attitudes toward diversity issues and the impact that these attitudes can have on instructional practices and teacher-student relationships. This study measured preservice teacher attitudes toward gender, race, and GLBTQ issues over the course of a semester, at a university located in Appalachia, a region historically noted for its politically and socially conservative ideas and resistance and distrust of outsiders. Participants completed two surveys at the outset and conclusion of the semester; one survey captured the degree to which students identified with characteristics unique to Appalachia, the other measured attitudes toward diversity-related topics including race, gender, and GLBTQ concerns. Based upon previous findings, the authors expected that participants would experience challenges as they encountered course materials and engaged in class discussions that, at least for some, opposed their previously held beliefs. In so doing, we sought to identify whether or not participants attitudes would shift. Our tentative findings confirmed our hypotheses. Specifically, we found few significant differences in attitudes between T1 and T2; shifts that did occur suggested that attitudes changed in degree of like/approve or dislike/disapprove, but did not move out of initial categories. We concluded that the course was necessary yet not sufficient in redressing attitudes toward diversity. (Contains 3 tables.)
Protectionist Measures in Postsecondary Ontario (Canada) TESL
Author: Jambor, Paul Z.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Industry,Foreign Countries,Ethics,English (Second Language),Second Language Learning,Second Language Instruction,Benchmarking,Labor Force,Global Approach,Educational Practices,Language Variation,Accreditation (Institutions),Standards

TESL  in Ontario, Canada, seems to be on an inauspicious path by having set up non-tariff protectionist measures in an apparent attempt to keep out a multinational TESL workforce, effectively going against the spirit of globalization. This paper highlights some of the differences between South Korean TEFL and TESL in Ontario; for the most part contrasting the protectionist practices and the influence of TESL Ontario, on the local TESL industry, to that of a relatively open and unrestricted TEFL industry in South Korea. Essentially, Ontarians may lay a strong claim to having a good command in the Canadian variety of English, as outlined by the Canadian Language Benchmarks, but it is nonetheless the South Korean TEFL industry that Ontario TESL providers have much to learn from in terms of ethical practices, from an international point of view. Should Ontario TESL providers wish to learn some valuable lessons, as outlined in this paper, they could turn to the South Korean model and learn some highly valuable lessons. An appendix presents &quot;Accredited TESL Training Institutions.&quot;
Focus-on-Form Instruction: A Review of Related Literature
Author: Shahani, Sara
Date: 2012-06-00
Type: Information Analyses
Subjects: Second Language Learning,Researchers,Curriculum Design,Second Language Instruction,Instructional Effectiveness,Learning Activities,Teaching Methods,Comparative Analysis,Communication Skills,Grammar,Linguistics,English (Second Language),Foreign Countries

In this literature review I have first provided an introduction in which I've clarified the meaning of focus on form issue and some debates about its advantages and disadvantages and the needed degree of focus on form in teaching structures in classroom. Then I have stated some features of focus on form and the ways that focus on form can contribute to the development of communicative ability which is the main purpose of second language learning. In the third section I have stated some linguists' ideas about focus on form which contains some agreement and disagreements between researchers. In the fourth section I have categorized some structure-based proposals by some linguists and consider their suggestions on activities and techniques. I have compared their viewpoints. This section is followed by different techniques of focus on form in instructions in the classroom settings and instructional activities. I also have listed some suggestions of researchers about different kinds of activities. In the fifth section I have examined the effectiveness of focus on form instruction within a variety of instructional circumstances as proposed by some researchers. They have done some practical researches in focus on form and I have listed their results in a kind of comparison form of their works. In the sixth part I have listed some limitations of focus on form mentioned by some researchers which can be considered in curriculum designing and the practical teaching. In the last part I have written the conclusion.
Communication Interactions: It Takes Two
Author: Stremel, Kathleen
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Interpersonal Communication,Children,Communication (Thought Transfer),Verbal Communication,Nonverbal Communication,Communication Skills,Communication Strategies,Verbal Ability,Nonverbal Ability,Speech Communication

Communication is the exchange of a message between two or more people. Every one communicates in many different ways and for many different reasons. Communication can be expressive or receptive. Children who are deaf-blind may never learn to talk. However, they can express themselves to you. They can receive the messages you send them. Through communication, children can make changes in their world. They can express their wants and needs. They can make choices. Through communication, you can teach your child to play, to learn about the world, to interact with you, to do daily tasks, and to work. This paper presents tips on increasing children's communication. (Contains 9 resources.)
Breaking through Barriers: AAUW Annual Report Fiscal Year 2008
Author: American Association of University Women
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Females,Barriers,Annual Reports,Advocacy,Social Justice,Professional Associations,Womens Studies,Donors,Outreach Programs,Court Litigation,Financial Support,Social Support Groups,Lifelong Learning,Mathematics Achievement,Social Work,Social Science Research,Critical Theory,Leadership,Mentors,Comparable Worth,Participation,Group Membership

The American Association of University Women (AAUW) advances equity for women and girls through advocacy, education, and research. In principle and in practice, AAUW values and seeks a diverse membership. There shall be no barriers to full participation in this organization on the basis of gender, race, creed, age, sexual orientation, national origin, disability, or class. This publication presents AAUW's annual report for fiscal year 2008.
Harassment-Free Hallways: How to Stop Sexual Harassment in School. A Guide for Students, Parents, and Schools
Author: Balick, Dana
Date: 2004-01-00
Type: Guides - Non-Classroom
Subjects: Expertise,Sexual Harassment,Student Attitudes,Parents,Resource Materials,School Policy,Surveys,School Districts,Leadership,Reports,Program Implementation,Models

In 2001 the American Association of University Women Educational Foundation released the research report "Hostile Hallways: Bullying, Teasing, and Sexual Harassment in Schools." According to the report, in the eight years since the original AAUW study, "Hostile Hallways: The AAUW Survey on Sexual Harassment in America's Schools" (1993), not a lot had changed. In both 2001 and 1993, "eight in 10 students experience some form of sexual harassment at some time during their school lives." But the 2001 study found one striking difference: "Students today are more likely to say their schools have a policy or distribute literature on sexual harassment." On one hand, it is encouraging to see that many schools have created and implemented sexual harassment programs and students know about those programs. On the other hand, the results are distressing--if students are more aware of the policies to protect them from sexual harassment, why is it still such a problem? To follow up on the "Hostile Hallways" survey, the AAUW Educational Foundation convened a task force of educators, researchers, and experts on the issue of school-based sexual harassment. The task force developed this resource guide, "Harassment-Free Hallways," to help parents, students, schools, and school districts: (1) Assess their strengths and weaknesses with regard to existing sexual harassment policies; (2) Develop user-friendly sexual harassment policies based on existing models; (3) Understand their respective rights and responsibilities for reporting and responding to reports of sexual harassment; and (4) Develop an attitude of leadership on the issue of sexual harassment in schools. (Contains 36 resources.) [This document was co-sponsored with FirstUSA.]
Guam&apos;s Department of Education Citizen&apos;s Centric Report. FY 2009, SY 2009-2010
Author: Guam Department of Education
Date: 2010-08-31
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Kindergarten,Outcome Measures,Performance Based Assessment,Educational Finance,Elementary Secondary Education,Educational Policy,Educational Objectives,Teacher Distribution,Dropout Rate,Graduation Rate,School Statistics,Expenditures,Audits (Verification)

The Guam Department of Education (DOE) is a single unified school district consisting of grades Kindergarten through 12. Its 27 elementary schools, 8 middle schools, 5 high schools, and an alternative school serve over 30,700 students. DOE is managed by the Guam Education Policy Board. Its policies are established by a combination of elected and Governor-appointed board members. This paper presents the following information on DOE: (1) Performance Measures; (2) Financial Information; and (3) Future Outlook.
Guam Department of Education Citizen&apos;s Centric Report. FY 2010, SY 2010-2011
Author: Guam Department of Education
Date: 2011-08-31
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Kindergarten,Educational Finance,Academic Standards,Performance Based Assessment,Elementary Secondary Education,Educational Objectives,Educational Assessment,Educational Indicators,Achievement Rating

Guam Department of Education (GDOE) is a single unified school district consisting of grades Kindergarten through 12. Its 27 Elementary Schools, 8 Middle Schools, 5 High Schools, and an alternative school serve over 31,000 students, and is managed by the 11-member Guam Education Board (GEB). Despite the operational and financial challenges the Department has faced in recent years, the teachers, administrators, and support staff continue to remain focused on its mission to &quot;Prepare all students for life, Promote Excellence, and Provide Support!&quot; This paper presents information on: (1) SAT10 performance standards; (2) GDOE Finances; and (3) Updates. (Contains 3 figures.) [For &quot;Guam's Department of Education Citizen's Centric Report. FY 2009, SY 2009-2010,&quot; see ED534506.]
State University System of Florida
Author: State University System of Florida, Board of Governors
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Full Time Equivalency,Enrollment,Tuition,Fees,Academic Degrees,Colleges,Higher Education,Institutional Mission,Goal Orientation,Educational Finance

This paper presents some information about the State University System of Florida. The following are presented in this paper: (1) University Work Plans and Annual Reports; (2) State University System 2009 Annual Report; (3) Quick Facts: Planned New Degree Programs--2010 to 2013; (4) State University System Tuition Differential Summary, FY 2009-2010 and FY 2010-2011; (5) State University System Summary Enrollment Plans: Estimated 2010-11 FTE Enrollment and Average Annual Growth Rate; and (6) State University System New Fee Proposals for 2010-2011. (Contains 1 chart and 2 graphs.)
Overview on Deaf-Blindness
Author: Miles, Barbara
Date: 2008-10-00
Type: Reports - Descriptive
Subjects: Educational Needs,Blindness,Deafness,Deaf Blind,Etiology,Individual Characteristics,Barriers,Accessibility (for Disabled),Integrated Services,Related Services (Special Education),Visually Impaired Mobility,Community Based Instruction (Disabilities),Daily Living Skills,Individualized Education Programs,Transitional Programs,Caregiver Role,Family Role,Teacher Role

It may seem that deaf-blindness refers to a total inability to see or hear. However, in reality deaf-blindness is a condition in which the combination of hearing and visual losses in children cause "such severe communication and other develop mental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness" (34 CFR 300.8 (c) (2), 2006) or multiple disabilities. Children who are called deaf-blind are singled out educationally because impairments of sight and hearing require thoughtful and unique educational approaches in order to ensure that children with this disability have the opportunity to reach their full potential. This paper answers the following questions: (1) Who is deaf-blind, and what are the causes of deaf-blindness?; (2) What are the challenges facing person who is deaf-blind?; (3) What are the particular challenges facing the family, teachers and caregivers of a person who is deaf-blind?; and (4) What help is available for families, caregivers and teachers of children and adults who are deaf-blind?