ethanporcaro/eric-fulltext-meta huggingface dataset:
Ready for Kindergarten: Maryland&apos;s Early Childhood Comprehensive Assessment System. The 2018-2019 Kindergarten Readiness Assessment Technical Report
Author: Maryland State Department of Education
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Kindergarten,School Readiness,Academic Standards,Gender Differences,Racial Differences,Ethnicity,Asian American Students,White Students,American Indian Students,African American Students,Hispanic American Students,Students with Disabilities,English Language Learners,Low Income Students,Child Care Centers,Preschools,Language Skills,Literacy,Mathematics Skills,Interpersonal Competence,Well Being,Psychomotor Skills,Achievement Gap,Counties,Pacific Islanders,Multiracial Persons,Preschool Education,State Legislation,School Districts,Accountability,Faculty Development,State Standards,Data Analysis,Validity,Reliability

Based on the 2018-2019 Kindergarten Readiness Assessment (KRA) results, nearly half (47%) of all entering kindergarten children in Maryland displayed the foundational skills indicating they are fully ready for kindergarten. A third (33%) are approaching readiness. Twenty percent of children are assessed with emerging readiness skills. The school readiness results for the 2018-2019 school year show a continued increase from the administration of the KRA in 2017-2018 with 45 percent being assessed as fully ready. This technical report presents information on: (1) School Readiness Results for School Year 2018-19; (2) New KRA Legislation and Weighting; (3) Weighting for State Level Results; (4) Local School Systems Administrating KRA on all Students (Census Administration) versus Representative Sampling; (5) School Readiness Based on Demographic Categories; (6) Reporting and Interpreting of KRA results; (7) What the KRA Results Represent; (8) Availability of the 2018-19 School Readiness Report; (9) Background of Maryland's School Readiness Initiative; (10) Maryland's Assessment System of Measuring School Readiness; (11) Alignment of KRA Standards with the Maryland College and Career-Ready Standards; (12) KRA Item Types; (13) Administration of the KRA; (14) Use of Data and Accountability; (15) Accessibility for Special Populations; (16) Teacher Professional Development; (17) Validity and Reliability Data; (18) Measurement of the Internal Consistency of the KRA--Cronbach's Alpha; (19) KRA Item Reduction and Standard Setting; and (20) Standard Setting Validation. [For the 2017-2018 report, see ED589991.]
Islamic Critical Evaluation and Perspective on Fallacy of Argumentum Ad Hominem
Author: Malik, Mohammad Manzoor
Date: 2019-00-00
Type: Journal Articles
Subjects: Islam,Critical Thinking,Logical Thinking,Misconceptions,Persuasive Discourse,Reliability,Epistemology,Bias,Muslims,Individual Characteristics,Trust (Psychology)

Critical thinking is of very high importance in our information age. Knowledge of logical fallacies and their detection in discourses is one of the significant end results of it. Islamic and Western critical thinking have many common shared characteristics, yet there are some essential differences between them. These differences are because of the differing understanding and perception of ontology, epistemology, and ethics. This research paper explains the Western stand of critical thinking on Argumentum ad Hominem (Argument Directed at the Person) and then provides its critical evaluation from Islamic perspective. According to the Western critical thinking, knowledge cannot be rejected by attacking the personality of the person who claims it, doing so amounts to the fallacy of Argumentum ad Hominem. However, according to Islamic perspective as it has roots in the original sources of Islam and in its historical scholarly tradition there are some distinctions that are necessary to be made regarding the issue. In brief, knowledge in Islam could be divided into transmitted knowledge (al-ulum al-naqliyah) and rational knowledge (al-ulum al-aqliyah). The fallacy of Argumentum ad Hominem in Islamic tradition is irrelevant to transmitted knowledge (al- ulum al-naqliyah), when historical reports and narrations are rejected because of the unreliability and known vices of their reporter as being liars, untrustworthy, having a sectarian bias, dishonest, etc. The fallacy of Argumentum ad Hominem is relevant to rational knowledge.
2017 Report of Teacher Supply and Demand in Minnesota&apos;s Public Schools, Fiscal Year 2017. Report to the Legislature as Required by Minnesota Statutes, Section 127A.05, Subdivision 6
Author: Minnesota Department of Education
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Teacher Supply and Demand,Elementary Secondary Education,Public Schools,Teacher Retirement,Diversity (Faculty),Student Diversity,Teacher Shortage,Substitute Teachers,Economic Development,Enrollment Trends,Ethnicity,Racial Differences,Geographic Regions,Student Characteristics,Teacher Characteristics,Teacher Competencies,Labor Turnover,Teacher Persistence,Barriers,Special Education,Art Education,Middle Schools,Preschools,Elementary Schools,High Schools,Vocational Education,Educational Administration,Teacher Qualifications,Student Recruitment,Teacher Education,Teacher Certification,Job Placement,Personnel Selection,Low Income Students,Limited English Speaking,Students with Disabilities

Every two years, the Educator Licensing Division of the Minnesota Department of Education (MDE) is tasked with producing a report on the supply and demand of teachers. By statute, that report must contain data collected by surveying Minnesota public school districts, charter schools, and teacher preparation institutions (Minnesota Statute 127A.05, Subdivision 6). The goal of this report is to provide data to the education committees of the legislature on the status of teacher early retirement patterns, the access to effective and more diverse teachers who reflect the students under section 120B.35, subdivision 3, paragraph (b), clause (2), enrolled in a district or school, the teacher shortage, and the substitute teacher shortage, including patterns and shortages in subject areas and the economic development regions of the state. The report also includes aggregate data on teachers' self-areas of shortage; and a five-year projection of teacher demand for each district, taking into account the students under section 120B.35, subdivision 3, paragraph (b), clause (2), expected to enroll in the district during that five-year period. The findings are based on the analyses from: (1) the database of special permissions maintained by MDE; (2) Minnesota Automated Student System (MARSS), Minnesota Financial Reports (MFRs), licensure database, and Staff Automated Reporting system (STAR), all housed at MDE; and (3) Board of Teaching (BOT) Rule Exception Report. Additionally, data was collected through two surveys: (1) Survey of Minnesota's public school districts and charter schools (74% response rate); and (2) Survey of Minnesota's teacher preparation institutions (71% response rate).
Record Review of Feedback of Participants on Attitude, Ethics and Communication Module (AETCOM) Proposed by Medical Council of India (MCI)
Author: Zayapragassarazan, Zayabalaradjane
Date: 2019-00-00
Type: Journal Articles
Subjects: Health Services,Medical Education,Teaching Methods,Ethics,Communication Skills,Case Method (Teaching Technique),Competency Based Education,Foreign Countries,Medical Schools,Medical School Faculty,Feedback (Response),Faculty Development,Workshops,Hospitals,Teacher Attitudes,Undergraduate Students,Program Descriptions,Professionalism,Physician Patient Relationship,Experiential Learning,Technology Integration,Attitudes

In order to make the existing MBBS curriculum more effective as per the health care needs of the nation, Medical Council of India (MCI) has taken a bold step by proposing new teaching-learning approaches including a structured longitudinal programme on attitude, ethics and communication, which is named as the Attitude, Ethics and Communication Module (AETCOM). AETCOM which is a case-based module offers a framework of competency-based learning in the AETCOM domains that a medical professional must possess at the time of graduation to effectively fulfill the functions of an Indian Medical Graduate. Before implementing the AETCOM, the MCI introduced a mandatory training for the faculty of medical colleges through its nodal and regional centres. The authors of this paper analysed the open-ended feedback received from the participants participated in the nine AETCOM sensitisation workshops conducted in a tertiary care teaching hospital which is also an MCI Regional Centre for conducting faculty development programmes. The feedback from the faculty participants of AETCOM were compiled and analysed for better understanding of their concerns regarding AETCOM. Based on these compilations, the authors have discussed about the organisation of AETCOM module and the anticipated challenges as perceived by the faculty participants with suggested measures for encountering the challenges in transacting the module at undergraduate level under selected headings.
Defining and Determining Intellectual Disability (Intellectual Developmental Disorder): Insights from DSM-5
Author: Saad, Mourad Ali Eissa
Date: 2019-04-00
Type: Journal Articles
Subjects: Intellectual Disability,Disability Identification,Clinical Diagnosis,Symptoms (Individual Disorders),Intelligence Quotient,Incidence,Severity (of Disability),Comorbidity,Risk,Genetic Disorders

Over years, the terms used to identify intellectual disability, which was previously known as &quot;mental retardation,&quot; have changed. This has been due to the heavy stigma associated with bearing its label (Tassé &amp; Mehling, in press). This article examines defining and determining intellectual disability (intellectual developmental disorder). The focus is on the Diagnostic Criteria in DSM-5 diagnostic features, associated features supporting diagnosis, and prevalence are discussed.
Effect of a Brain-Based Learning Program on Working Memory and Academic Motivation among Tenth Grade Omanis Students
Author: ElAdl, Adel M.
Date: 2019-04-00
Type: Journal Articles
Subjects: Brain Hemisphere Functions,Teaching Methods,Short Term Memory,Student Motivation,Grade 10,Foreign Countries,Experimental Groups,Control Groups,Pretests Posttests,Intelligence Tests,High School Students,Academic Achievement

This study aims to investigate the effect of a brain-based learning program on working memory and academic motivation among tenth grade Omanis students. The sample was selected from students in the tenth grade in basic education in the Sultanate of Oman. The participants in this study were 75 preparatory school students. Experimental group (EG) consisted of 37 students while the control group (CG) consisted of 38 students. An experimental Pretest and Posttest Control-Group design was used in this study. The brain-based learning program was conducted to the whole class by their actual teacher during the actual lesson period for 8 weeks with 50 minute sessions conducted three times a week. The program was designed based on the three basic fundamentals of brain-based learning, namely 'orchestrated immersion', 'relaxed alertness', and 'active processing'. The results of this study indicated great gains for students in the experimental group in both working memory and academic motivation. This study goes some way to understanding working memory and academic motivation in Omanis tenth grade primary students.The study shows that students in the experimental group, compared to those in the control group, develop robust working memory and academic motivation due to training in brain-based learning. The study shows that those young students have great chance of developing their working memory and academic motivation.
An Interpretive Inquiry into the Integration of the Information and Communication Technology Tools in TEFL at Egyptian Universities
Author: Abdelhalim, Safaa M.
Date: 2016-10-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Language Teachers,English (Second Language),Second Language Instruction,Teacher Attitudes,College Faculty,Technology Integration,Teaching Methods,Teacher Characteristics,Barriers

This study sought to investigate EFL faculty members' perceptions, competencies, current practice and preparation in integrating information and communication technology (ICT) tools in their teaching and learning activities in relation to different variables (gender, age, teaching experience, academic level differences, training); as well as barriers that prevent them from making effective use of such tools. A total of one hundred and seventy-two EFL faculty members from 14 public universities in Egypt participated in this study. They completed a five-point Likert scale questionnaire that was later analyzed using quantitative methods. Subsequently, follow-up interviews were conducted with 12 respondents. Overall, the results revealed that while EFL staff members had positive perceptions of the usefulness of ICT tools in language teaching and learning and they are familiar with ICT use mostly in their personal lives and, to a lesser degree, in teaching practices, they were less likely to integrate them into their language teaching. Findings suggested continuous professional training should be seen as the main solution in assisting staff members strengthens their ICT skills and encouraging them to keep up to date with recent technologies in ELT. [This report was published in: &quot;Journal of Research in Curriculum, Instruction &amp; Educational Technology (JRCIET)&quot; v2 n4 Oct 2016 (ISSN 2356-9107).]
College, on Purpose: A Guide to Implementing the Purpose First Strategy--The Missing Link between Career Choice, Guided Pathways, and First-Year Momentum
Author: Complete College America
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Program Implementation,College Programs,Career Choice,Career Exploration,College Freshmen,Vocational Interests,Decision Making,Best Practices,Educational Strategies,Majors (Students),Career Counseling,Academic Advising,Program Evaluation

This report guides implementation of Purpose First, Complete College America's (CCA's) strategy that creates a &quot;missing link&quot; between career choice, guided pathways, and first-year momentum. This report lays out the components of a Purpose First experience focused on helping students explore interests and careers, make informed choices and hit early benchmarks toward on-time graduation. It also features findings from a three-year demonstration project supported by Strada Education Network. Building on CCA's work focused on guided pathways and informed choice, the Purpose First strategy envisions a redesigned institutional structure that provides students with early opportunities to identify their interests, explore possible careers and review labor market data and other relevant information to inform their decision-making. This report offers institutions best practices for successful implementation of Purpose First across five key areas: (1) Institutional Culture; (2) Recruiting, Admissions &amp; Onboarding; (3) Career Exploration; (4) Academic Structures; and (5) The First Year &amp; Beyond.
Activities to Promote the Use of Proverbs to Develop Foreign Language Skills
Author: Gözpinar, Halis
Date: 2014-12-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Instruction,Vocabulary Development,Folk Culture,Learning Activities,English (Second Language),Language Skills,Cultural Awareness,Proverbs,Foreign Countries

Through proverbs, students develop their thinking and imagination, enrich their vocabulary and they are introduced to folk wisdom. The study aimed at demonstrating to teachers the activities and exercises designed to use in the classroom to increase their awareness of teaching proverbs. The study of the potential of a proverb in English language teaching has revealed that it can be used in many ways to improve the students' skills and develop their understanding of the language. These activities not only helped the students improve their methodology, experimentation and attentiveness, but the teachers benefited as well. These activities enable young people to learn and use proverbs in the right context in their daily lives
Integrating Research, Training, and Knowledge Translation. Bringing Employment First to Scale, Issue No. 1
Author: University of Massachusetts Boston, Institute for Community Inclusion
Date: 2015-00-00
Type: Reports - Research
Subjects: Intellectual Disability,Developmental Disabilities,Inclusion,Vocational Education,Rehabilitation,Family Involvement,Participation,Knowledge Level,Job Skills,Vocational Rehabilitation,Educational Change,State Policy,Equal Opportunities (Jobs),Community Services,Best Practices,Supported Employment,Employment Potential,Training,Educational Technology,Intervention

What our new center is about: People with intellectual and developmental disabilities (IDD) can work and want to work--yet the majority don't have jobs. State and national policies exist to increase employment, but systems have not aligned to make integrated employment a priority. To meet this need, the Institute for Community Inclusion (ICI) at UMass Boston is hosting a new rehabilitation research and training center, or RRTC. It's called the RRTC on Advancing Employment for Individuals with Intellectual and Developmental Disabilities. Because change is critical at multiple levels, the RRTC integrates four focus areas: (1) individual and family knowledge and engagement; (2) effective employment supports; (3) organizational change for community rehabilitation provider; and (4) state-level policy and strategy. [This report was written by ThinkWork! at the Institute for Community Inclusion at UMass Boston.]
Comparative Linguistic and Cultural Corpus of English and Turkish Proverbs Interrelated in Children
Author: Gözpinar, Halis
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Proverbs,Folk Culture,Cultural Influences,Semantics,Child Rearing,Turkish,English,Language Usage,Moral Values,Child Development,Child Behavior,Parent Role,Moral Development,Figurative Language,Cultural Differences

Proverbs, which have been evaluated as a very rich heritage of collective wisdom and experience in society, are loved by people who prefer spicing up a conversation with the tips of wisdom to 'convince' others to 'prove' their point of view and actions. The paper explores semantic models of proverbs which denote the status of children in the family as well as issues connected to the process of child-raising in Turkish and English languages and cultures. Semantic models were interpreted, compared and the morals of the proverbs were identified. We see that proverbs have a crucial role in the growth and development of young people and not only the parents but also the whole community should remember vivid images portrayed in those proverbs.
Values Education and Language Development through Protest Music in English Speaking Classes
Author: Gözpinar, Halis
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Second Language Learning,English (Second Language),Music,Activism,Popular Culture,Social Change,Second Language Instruction,Instructional Effectiveness,High School Students,Grade 9,Cultural Awareness,Teaching Methods,Vocabulary Development,Reading Comprehension,Singing

The English language day by day is becoming ever increasingly important in the world. Music in foreign language education can be seen as a helpful method that spontaneously livens the learning atmosphere. In this paper, we are arguing for (the use of) songs that stir and inspire &quot;social change&quot; and that are an &quot;authentic&quot; part of pop culture as being an effective means of teaching English. We recommend that the songs used in this paper be for intermediate and advanced-level students and/or high school students in grade 9 and above. The researcher behind this paper had 18 years of experience teaching English in every sort of institution within the Turkish National Ministry of Education as well as five years of experience of teaching Turkish abroad. The researcher aims to show--through examples--the benefits of using this all-stirring and inspiring protest music in the English language classroom alongside the opportunity within for students to study a county's social movements. Students' renewed enthusiasm as well as what language instruction gains through this enlivened classroom is also defended.
Partnerships in Employment: State Self-Assessment Toolkit for Systems Change in the Transition of Youth and Young Adults with Intellectual and Developmental Disabilities from High School. All Institute for Community Inclusion Publications, 62
Author: Landa, Cady
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Transitional Programs,Youth,Young Adults,Intellectual Disability,Developmental Disabilities,Students with Disabilities,High School Students,Employment Level,State Policy,Cooperative Planning,Equal Opportunities (Jobs),Self Evaluation (Groups),Agency Cooperation,Leadership,Capacity Building,Financial Support,Strategic Planning,State Government,Government Role,Systems Approach,Change Strategies

This self-assessment tool was developed for those who wish to embark on state-wide governmental systems change to improve high school transition and employment outcomes for youth and young adults with intellectual and developmental disabilities (IDD). Its purpose is to aid in the development of a work plan that is based on a review of the state policies, practices, and strategies that impact transition from school and opportunities for competitive integrated employment of youth and young adults with IDD. This tool incorporates research identifying elements of state government that support high rates of participation in integrated employment (Hall et al., 2007), research on predictors of positive employment outcomes for young adults with IDD (NTACT, 2016), and the experience of the eight states that were 2011-2012 awardees of the Administration on Intellectual and Developmental Disabilities Partnerships in Employment (PIE) Transition Systems Change grants. These states include Alaska, California, Iowa, Mississippi, Missouri, New York, Tennessee, and Wisconsin. Information on PIE and its implementation in these states can be found at www.thinkwork.org/partnerships-employment. When it comes to employment, this document prioritizes competitive integrated employment, defined as full-time or part-time work at minimum wage or higher, with wages and benefits similar to those of people without disabilities performing the same work, and full integration with co-workers without disabilities. In the course of using this toolkit, please distinguish competitive integrated employment from other types of employment outcomes in which employees earn less than minimum wage or are not fully integrated with workers who do not have disabilities. [Co-written with ThinkWork! at the Institute for Community Inclusion at UMass Boston.]