ethanporcaro/eric-fulltext-meta huggingface dataset:
Nature of Science Lessons, Argumentation and Scientific Discussions among Students in Science Class: A Case Study in a Successful School
Author: Ozturk, Elif
Date: 2015-00-00
Type: Reports - Research
Subjects: Science Education,Scientific Principles,Science Instruction,Persuasive Discourse,Discussion (Teaching Technique),Case Studies,Elementary School Science,Elementary School Students,Primary Education,Science Achievement,Scaffolding (Teaching Technique),Qualitative Research,Private Schools,Teaching Methods,Scientific Concepts,Inquiry,Active Learning,Focus Groups,Observation,Scientific Literacy,Grade 8,Foreign Countries,Teacher Behavior,Teacher Student Relationship,Student Centered Learning

Argumentation is highlighted as one of the most important activities of science education by many researchers. The main aim of this research is to examine primary school students' nature of science classes and argumentation skills in terms of their academic success in primary science classes. Thus, the main interest of the study is centered on the nature of science lessons, the structure of the argument and an effort to scaffold students' understanding concerning the argument's structure. As this was considered the initial, but students have to acquire fundamental skills before dealing with the inner validity of an argument. Moreover, successful and chosen students for this study were studied carefully dense by the researchers. In that scope, the study was designed on &quot;qualitative&quot; research techniques which are detailed as explorative and fundamentally interpretation for the related topic. Since a particular school's successful students are considered in the research, it could be viewed and designed as a case study. The study is conducted with 8th graders with the age of 12-13 in a private elementary school. Focus group interviews and classroom observations during science lessons were the basic tools to obtain data. The results were grouped under the following aspects: objectives of science education, science teaching methods of teachers, teaching materials and teacher's attitudes towards his/her students during the class. Two science teachers in this school both give importance inquiry based teaching science. This research has demonstrated that even the most successful 8th graders in science classes do not necessarily understand fundamental concepts about nature and science. The science teachers in this research also mentioned that the interactive nature of information technologies can support students in carrying out inquiry-based activities, using problems, questions, and even theories that they themselves define and develop argumentation.
The United States Is Far behind Other Countries on Pre-K
Author: Herman, Juliana
Date: 2013-05-02
Type: Reports - Evaluative
Subjects: Early Childhood Education,School Readiness,Comparative Analysis,Preschool Education,Global Approach,Access to Education,Foreign Countries,Teacher Student Ratio,Academic Achievement,Enrollment,International Assessment,Reading Tests,Achievement Tests,Reading Achievement,Grade 4,School Entrance Age,Outcomes of Education

Early childhood education and school readiness is essential to preparing children to succeed in an increasingly competitive global economy. Compared to other countries, however, the United States lags far behind on preschool, trailing a number of other countries in enrollment, investment, and quality. In February 2013, however, President Barack Obama put forth a bold plan to significantly expand access to preschool. His plan would invest $75 billion in high-quality preschool, helping the nation catch up with other countries. On almost every element (preschool participation, typical age children begin early-childhood programs, teacher-to-child ratio in early childhood-education programs, and total investment in early childhood-education programs) the United States ranks behind most of the other countries in the Organisation for Economic Co-operation and Development, or OECD. This paper shows how far behind the United States is on preschool, making it evident that the president's plan needs to be implemented. Each of these elements is explored and compared with other countries' numbers. If the United States is to train a world-class workforce, it is imperative that it catches up to the rest of the world on pre-K.
How Approaches to Stuck-in-the-Mud School Funding Hinder Improvement
Author: Lazarín, Melissa
Date: 2013-11-18
Type: Reports - Research
Subjects: Funding Formulas,Educational Improvement,Educational Finance,Educational Practices,Program Termination,Special Education,State Officials,Administrator Attitudes,Superintendents,State Policy,State Action,State Surveys,Educational Administration

Many state and education leaders continue to support and employ methods that prevent schools and principals from undertaking the efforts that they think are most needed to improve education in their classrooms. The use of state categorical grants--funds to school districts with strict limits on their use--exemplifies this lack of innovation in school finance. Categorical grants remain all too common in state education finance systems. New survey data released today in a Center for American Progress issue brief by Joanna Smith and researchers at the Rossier School of Education's Center on Educational Governance at the University of Southern California, provide a national overview of which states have embraced more flexible funding streams and which are still using rigid bureaucratic categorical grants to fund schools. The data also show the extent to which categorical grants comprise state education budgets and reports on state finance and district officials' opinions of categorical grants. Key findings from the study include: (1) Categorical grants are prominent in state education finance systems; (2) A variety of policymakers are empowered to create or terminate categorical grants; (3) States most commonly used categorical grants for special education; (4) State education officials generally have a positive view of categorical grants; and (5) District superintendents and school board members are favorably disposed to categorical spending, though they expressed the desire for greater flexibility. [This brief is part of a larger multiyear project on governance, conducted in partnership with the Thomas B. Fordham Institute.]
Working Together for Student Achievement. 5th Biennial Joint Report
Author: Washington State Board of Education
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Standards,Boards of Education,Superintendents,Futures (of Society),Strategic Planning,Educational Legislation,Elementary Secondary Education,Accountability,Educational Objectives,Educational Policy,School Districts,Teacher Recruitment,College Readiness,Achievement Gap,Governance,Career Readiness

The Washington state Board of Education (SBE) and the Professional Educator Standards Board (PESB) submitted this 5th biennial joint report to the Governor, Legislative Education Committees, and Superintendent of Public Instruction. The report outlines the collaborative work of the Boards, highlights accomplishments, and provides goals and strategies that will guide the Boards' future work. The following are appended: (1) State Board of Education Members and Staff; (2) Professional Educator Standards Board Members and Staff; (3) State Board of Education Strategic Plan; (4) Professional Educator Standards Board Strategic Plan: 2011-2015; and (5) Full Links Found in Document.
Are Schools Getting a Big Enough Bang for Their Education Technology Buck?
Author: Boser, Ulrich
Date: 2013-06-14
Type: Reports - Research
Subjects: Technology Uses in Education,Educational Technology,Outcomes of Education,National Surveys,Student Surveys,National Competency Tests,Basic Skills,Educational Finance,Expenditures,Access to Education,STEM Education,Access to Computers,Disadvantaged,Middle School Students,High School Students,State Departments of Education,Elementary Secondary Education,Grade 8

Far too often, school leaders fail to consider how technology might dramatically improve teaching and learning, and schools frequently acquire digital devices without discrete learning goals and ultimately use these devices in ways that fail to adequately serve students, schools, or taxpayers. Because of a growing debate concerning spending on education technology, the Center for American Progress (CAP) decided to look closely at the issue of how students used technology and the return that educators were getting on their technology investment. In conducting this examination, they relied on one of the richest sources of national student survey data--the National Assessment of Educational Progress, or NAEP--and conducted an analysis of the 2009 and 2011 background surveys. Known as the Nation's Report Card, the NAEP assessments are administered every two years by the U.S. Department of Education's National Center for Education Statistics, and the exams serve as a way to benchmark student performance. In addition, CAP conducted a state-by-state survey of the websites of state departments of education during the first two weeks of February 2013 to see if states had conducted any evaluation of the return on their school-technology investment. Key findings included: (1) Students often use technology for basic skills; (2) States are not looking at what sort of outcomes they are getting for their technology spending; and (3) Students from disadvantaged backgrounds are less likely to have access to more rigorous STEM-learning opportunities. It concludes with recommendations for policymakers, schools, and advocates. Appended are state-by-state figures showing the percent of eighth-grade math students who regularly use a computer program for drills on math facts, new lessons on problem solving, spreadsheets for math assignments, statistical programs for math class, word programs for math class, and work with geometric shapes. [The analysis in this report grew out of &quot;Leaders and Laggards: A State-by-State Report Card on Educational Innovation&quot; a joint project of the Center for American Progress, the U.S. Chamber of Commerce, and Frederick M. Hess of the American Enterprise Institute.]
How Teacher Emotional Support Motivates Students: The Mediating Roles of Perceived Peer Relatedness, Autonomy Support, and Competence
Author: Ruzek, Erik A.
Date: 2016-04-00
Type: Journal Articles
Subjects: Student Motivation,Teacher Influence,Affective Behavior,Teacher Behavior,Teacher Student Relationship,Interaction Process Analysis,Aptitude Treatment Interaction,Randomized Controlled Trials,Middle School Students,Middle School Teachers,Emotional Experience,Mediation Theory,Competence,Student Empowerment,Peer Relationship,Structural Equation Models,Statistical Analysis

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.
Who Is in Charge of Teacher Preparation?
Author: DeMonte, Jenny
Date: 2013-06-17
Type: Reports - Descriptive
Subjects: Alignment (Education),Teacher Education Programs,College School Cooperation,Partnerships in Education,School Administration,Schools of Education,Governance,Change Strategies,Preservice Teacher Education,Teacher Effectiveness

Having a good teacher can improve the life of a student far beyond school. How can we ensure that every student has a good teacher and receives high-quality instruction? The challenge is that, for the most part, the institutions governing teacher-training organizations are not governed by the bodies charged with overseeing K-12 public education. The challenge in the United States is aligning the needs of K-12 schools with the programs responsible for training teachers, the majority of which are located in colleges and universities. Getting those at the helm of these two separate but interconnected systems--K-12 schools and higher education--to talk to each other is often challenging, because in most states each system is regulated and governed by different authorities that are not required to share or collaborate to improve education for children. Examples are provided for three states (Louisiana, New York and Texas) where there have been efforts to more closely align the work of preparing teachers with the authorities in charge of K-12 education.
Florida International University Annual Accountability Report, 2013-14
Author: State University System of Florida, Board of Governors
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Accountability,STEM Education,Higher Education,Tables (Data),Educational Finance,Financial Support,Income,School Personnel,College Faculty,Undergraduate Study,Graduate Study,Educational Improvement,Educational Quality,Program Effectiveness,Academic Degrees,Scholarship,Research,Innovation,School Business Relationship,School Community Relationship,Budgets,Enrollment Trends,Expenditures,State Aid,Grants,Student Financial Aid,Awards,Graduation Rate,Reputation,Research and Development,Annual Reports

Miami-Dade County voters sent a strong message on November 4, 2014, in a rare (as per public university practices) referendum on their public university's role in their community. The voters made it clear that they want Florida International University (FIU) to expand--to provide more and better educational opportunities for their community, by a near landslide vote of 65 percent in favor. The 2013-14 year marked a significant milestone for this work--as all of the university's efforts culminated and coalesced in working with their community partners and the Miami-Dade Commission. This positive vote caps a five-year strategic plan that pivoted around inserting FIU into the greater Miami community through an expansion of access to eligible qualified students; new win-win partnerships with high profile community institutions; and a solutions-center approach to significant problems in the community associated with K-12 student achievement, health, transportation, environment, and global affairs. This statistical report provides data tables on FIU's financial resources, personnel, enrollment, undergraduate education, graduate education, and research &amp; economic development.
New College of Florida Annual Accountability Report, 2013-14
Author: State University System of Florida, Board of Governors
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Accountability,STEM Education,Higher Education,Tables (Data),Educational Finance,Financial Support,Income,School Personnel,College Faculty,Undergraduate Study,Graduate Study,Educational Improvement,Educational Quality,Program Effectiveness,Academic Degrees,Scholarship,Research,Innovation,School Business Relationship,School Community Relationship,Budgets,Enrollment Trends,Expenditures,State Aid,Grants,Student Financial Aid,Awards,Graduation Rate,Research and Development,Reputation,Commercialization,Annual Reports

During 2013-14, national rankings continued to affirm the quality and reputation of New College of Florida's academic program. Princeton Review, Kiplinger's, U.S. News &amp; World Report, Washington Monthly, Forbes, and Fiske Guide to Colleges each placed New College of Florida in their top rankings. Adding to their reputation, the percentage of New College graduates who go on to earn doctorate degrees is significantly greater than the percentage for the State University System (SUS) baccalaureate graduates as a whole. The National Opinion Research Center (NORC) at the University of Chicago reports the baccalaureate origins of doctorate recipients in the United States using the Survey of Earned Doctorate (SED) data, a census survey of all doctorate recipients in the U.S. The survey asks doctorate recipients to report their baccalaureate degree institution. When SUS baccalaureate enrollment data is combined with SED doctorate recipient data for the period 2003-2012, the percentage of SUS baccalaureate degree recipients who went on to receive a doctorate degree was 1.5%. The percentage for New College over the same period was 14.5%. This statistical report provides data tables on New College's financial resources, personnel, enrollment, undergraduate education, graduate education, and research &amp; economic development.
Florida Gulf Coast University Annual Accountability Report, 2013-14
Author: State University System of Florida, Board of Governors
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Accountability,STEM Education,Higher Education,Tables (Data),Educational Finance,Financial Support,Income,School Personnel,College Faculty,Undergraduate Study,Graduate Study,Educational Improvement,Educational Quality,Program Effectiveness,Academic Degrees,Scholarship,Research,Innovation,School Business Relationship,School Community Relationship,Budgets,Enrollment Trends,Expenditures,State Aid,Grants,Student Financial Aid,Awards,Graduation Rate,Reputation,Research and Development,Annual Reports

This statistical report provides data tables on Florida Gulf Coast University's (FGCU's) financial resources, personnel, enrollment, undergraduate education, graduate education, and research &amp; economic development. Highlighted data include: (1) Recent results (fall 2013) of FGCU's participation in the National Survey of Student Engagement (NSSE) showed that 75% of graduating seniors had experienced at least two of the following high-impact educational experiences (those deemed to result in long-term student success) while pursuing their degrees: participating in a learning community, service-learning, research with faculty, an internship or field experience, study abroad, or a culminating senior experience. This rate of FGCU student participation is statistically significantly higher than FGCU's national peers (i.e., comprehensive universities); (2) Despite a drop in graduate enrollment being experienced nationally and affecting graduate enrollment at FGCU, total degree production during 2013-2014 FGCU was essentially unchanged from the prior year. However, there was a dramatic increase in the undergraduate six-year graduation rate of 6 percentage points from 43% for the 2007 entering student cohort to 49% for the cohort entering in 2008; (3) During 2013-14, degrees awarded in STEM fields or other programs of strategic emphasis (as defined by the Board of Governors) constituted 45% of all degrees awarded. Over the last five years FGCU has exhibited among the highest rates of growth in degree production among the major institutions in the system; (4) Recent National Survey of Student Engagement results (2013-14) indicate that FGCU students have experienced research with a faculty member at statistically significantly higher rates than their peers nationally; (5) According to the Florida Education Training and Placement Information Program, FGCU consistently places among the top institutions in the state university system (SUS) for post-graduation employment and/or continuing education in Florida; and (6) 2013-14 National Survey of Student Engagement (NSSE) results showed FGCU students in their senior year reported having had an internship experience while completing their degrees at rates statistically significantly higher than their peers nationally.
Florida Atlantic University Annual Accountability Report, 2013-14
Author: State University System of Florida, Board of Governors
Date: 2014-12-17
Type: Numerical/Quantitative Data
Subjects: Accountability,STEM Education,Higher Education,Tables (Data),Educational Finance,Financial Support,Income,School Personnel,College Faculty,Undergraduate Study,Graduate Study,Educational Improvement,Educational Quality,Program Effectiveness,Academic Degrees,Scholarship,Research,Innovation,School Business Relationship,School Community Relationship,Budgets,Enrollment Trends,Expenditures,State Aid,Grants,Student Financial Aid,Awards,Graduation Rate,Reputation,Research and Development,Annual Reports

Florida Atlantic University (FAU) is furthering its multifaceted mission of research, scholarship, creative activity, teaching and community engagement in ways designed to support an organizational culture that is, first and foremost, dedicated to student success. By providing increased academic advising and career exploration services, removing barriers to timely graduation and offering unique student engagement opportunities, FAU is strengthening the quality of the educational experience it offers students. Additionally, FAU is leveraging resources to improve access to programs and advance student success through greater course availability, additional advisors and enhanced student support systems. FAU remains steadfast in its commitment to increase the number of degrees awarded in Science, Technology, Engineering and Math (STEM), and significant progress is being made. Overall, FAU has experienced a 4% increase in bachelor's degrees awarded in STEM disciplines and a 25% increase in STEM graduate degrees over the last 5 years. In the realm of scholarship, research and innovation, FAU's Division of Research (DOR) works to strengthen the quality and reputation of scholarship, research and innovation at FAU through the support of undergraduate and graduate research as well as a commitment to supporting all FAU research initiatives. FAU is also actively engaged with the business community through board and trustee memberships at many chambers of commerce, economic councils and business development boards. A recent study showed that FAU has a $6.3 billion economic impact on its six-county service region. Further, FAU actively develops partnerships between the University and community, providing service opportunities to students, faculty and staff. Lastly, In 2013-14, FAU ranked first among Florida's public universities in job placement of new graduates, with 70 percent of bachelor's degree graduates finding full-time employment in Florida or going on to graduate study. Starting salaries averaged $34,900, $1,400 higher than the State University System (SUS) average. This statistical report provides data tables on FIU's financial resources, personnel, enrollment, undergraduate education, graduate education, and research &amp; economic development.