ethanporcaro/eric-fulltext-meta huggingface dataset:
Design Your Future: College &amp; Career Preparation Guide, 2014-2015
Author: North Dakota University System
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Transitional Programs,High Schools,State Standards,Academic Standards,Course Selection (Students),Required Courses,College Admission,Career Development,College Preparation,College Bound Students,College Choice,College Entrance Examinations,Scholarships

This publication was created to help eighth-grade students make a successful transition to high school and begin looking at college and career options. Topics covered in the booklet include: (1) Making the transition to high school; (2) Meeting state academic standards; (3) Taking the courses needed to complete high school and to meet college admission requirements; (4) Exploring career options; and (5) Making plans for college. The publication also contains a description of the North Dakota University system and a parents' guide to paying for college, in question-and-answer form.
Early Childhood Community School Linkages: Advancing a Theory of Change
Author: Geiser, Kristin E.
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Community Schools,Program Implementation,Action Research,Change Strategies,School Community Relationship,Educational Environment,Cooperative Planning,Geographic Location,School Districts,Family Involvement,Student Participation,Participative Decision Making,Leadership,Educational Practices,Systems Approach

In 2009, the Coalition for Community Schools at the Institute for Educational Leadership (CCS-IEL) embarked on an ambitious action research and development project, leveraging the community school system infrastructure present in three geographic regions (Tulsa, Oklahoma; Multnomah County, Oregon; Albuquerque, New Mexico) to advance research and practice around a preK-3 approach that includes strategic partnerships between the elementary community school sector and early childhood sector. The Early Childhood and Community School Linkages Project (the Linkages Project) was guided by the premise that regions with relatively mature community school initiatives were uniquely positioned to incorporate a range of alignment practices known to smooth children's transition from the early years into the early grades. After three years of implementation and the completion of a formal implementation study of the Linkages Project, CCS-IEL and the Gardner Center are poised to advance an evidence-based theory of change for early childhood and community school linkages. The theory of change assumes an integrated tri-level approach, attending to changes in three dimensions: (1) Settings (classrooms, schools, early childhood centers); (2) Systems (cross-sector collaboratives, school districts, geographic regions); and (3) Individuals (children and families). The implementation study identified a number of practices that improved linkages at the setting, system, and individual levels, including: (1) Cultivating shared responsibility for smooth and effective linkages; (2) Starting where it makes sense in your local context; (3) Cultivating leaders with authority, expertise, and commitment to sustain and scale linkages; and (4) Promoting community school development. The report discusses system-level practices and outcomes, continues with the setting-level, and concludes with practices that were designed to provide direct support to children and families and short-term outcomes associated with those practices.
Characteristics and Challenges of Distance Learning Librarians: Report to the Distance Learning Section
Author: Brandt, John M.
Date: 2006-00-00
Type: Reports - Research
Subjects: Distance Education,College Libraries,Librarians,Higher Education,Research Libraries,Questionnaires,Work Environment,Attendance,Professional Development,Needs,Library Services,Professional Associations,Professional Continuing Education,Best Practices,Online Courses,Social Networks,Advocacy

Purpose: This study examined the professional and research needs of distance learning librarians in higher education in order to inform program development by the Association of College Libraries Distance Learning Section. Methodology: 270 members of the section completed a 23 item online questionnaire on distance learning librarians' work environment and structure, interaction with the professional organization, attendance at professional conferences, and professional needs and interests. Results: Respondents reported that learning new technologies, instruction, program implementation and assessment, collaboration, outreach, and administration are the most pressing issues facing distance learning librarians. A majority of respondents reported their position focused on other professional responsibilities and spent less than a quarter of their time supporting distance learning services. Just under half (49%) of respondents had not attended a professional conference or program focused on distance learning, and a sizable number (28%) had attended no professional conferences or programs in the preceding two years. Conclusions: The responses indicate most distance learning librarians are focused on other job duties and have limited professional education opportunities related to distance learning even as they report a need for continued professional support and development. Recommendations: Professional organizations dedicated to library services for distance learners, especially the ACRL's Distance Library Section, should enhance efforts to support librarians outside of traditional distance learning conferences and broaden the use of new technology and virtual communication to support librarian's professional development needs. Tables are appended.
An Examination of Preservice Science Teachers' Views Related to Use of Tablet PCs in Science and Technology Course in Terms of Different Variables
Author: Uzoglu, Mustafa
Date: 2012-06-30
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Educational Technology,Foreign Countries,Surveys,Preservice Teachers,Science Teachers,Questionnaires,Student Attitudes,Statistical Analysis,Scores,Technology Integration,Computer Attitudes,STEM Education,Telecommunications

In this study, preservice science teachers opinions related to Ministry of National Education Fatih Project which will be used in schools for tablet PC were examined in terms of different variables. Descriptive survey method was used in the research. The participants of the study, which was conducted in 2011-2012 academic year in Giresun University Education Faculty, were 420 preservice science teachers who studied 1st, 2nd, 3rd and 4th grades. The data were obtained by using two-part questionnaire form which was developed by researchers and &quot;Computer Attitude Scale&quot; which was developed by Bindak and Çelik (2006). The data were analysed using frequency, percentages, arithmetic mean, One Way Analysis of Variance (ANOVA) and Chi-Square test. The result of the study was showed that between preservice science teachers' PC Attitude score with support the using of tablet PC in schools was a significant difference statistically. In addition, according to preservice science teachers, the most important advantages of tablet PCs using in science and technology courses &quot;a) science and technology courses can more fun with visuals and animations and b) students' interest can increase in science and technology courses&quot; were expressed. They were also expressed the most disadvantages of tablet PCs using in science and technology courses &quot;a) social interaction can reduce among the students and b) The radiation of tablet PCs spread may give harm to health such as eyes etc.&quot;
The Reality of School Development
Author: Watson, Pauline
Date: 2015-00-00
Type: Reports - Research
Subjects: Educational Administration,Theories,Change Strategies,Educational Change,Private Schools,Foreign Countries,Case Studies,Qualitative Research,Surveys,Feedback (Response),Teacher Attitudes,Administrator Attitudes,Leadership Responsibility,Principals,Middle Management,Teacher Role,Elementary Secondary Education,Participative Decision Making

Educational administration is a continuously evolving and complex methodology that is designed to assist schools to link bureaucratic policy making with theoretical management practices. Within this paper educational management theory and its practice within a local schooling context will be addressed. This will be achieved in two ways. Firstly, by identifying the traditional management theory and examining how this theory has changed and developed into a modern context. Secondly, the struggles and difficulties inherent in the change process will be explored.
The Contribution of Teachers' Continuous Professional Development (CPD) Program to Quality of Education and Its Teacher-Related Challenging Factors at Chagni Primary Schools, Awi Zone, Ethiopia
Author: Belay, Sintayehu
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Continuing Education,Faculty Development,Educational Quality,Teacher Surveys,Questionnaires,Teacher Participation,Academic Achievement,Teacher Competencies,Teacher Attitudes,Elementary School Teachers,Statistical Analysis

This study examined the contribution of teachers' Continuous Professional Development (CPD) to quality of education and its challenging factors related with teachers. For this purpose, the study employed descriptive survey method. 76 or 40.86% participant teachers were selected using simple random sampling technique. Close-ended questionnaire was used to collect data for the study. Data from questionnaire were analyzed using one sample t-test. As study results pointed out, although teachers' engagement in CPD activities was found to be very poor CPD has made significant contribution to the improvement in students' achievement, classroom practices and teachers' professional competence. Moreover, the study found significantly high impact of teachers' belief, commitment, competence, cooperativeness, sense of responsibility and motivation in their CPD practice. Finally, based on study results, recommendations were forwarded to concerned bodies about further activities that need to get due attention.
The Development of a Scale of Attitudes toward Tablet PC
Author: Bozdogan, Aykut Emre
Date: 2012-12-30
Type: Journal Articles
Subjects: Test Construction,Attitude Measures,Student Attitudes,Elementary School Students,Telecommunications,Handheld Devices,Grade 7,Grade 8,Foreign Countries,Test Validity,Test Reliability,Technology Uses in Education,Test Items,Likert Scales,Correlation,Factor Analysis

The purpose of this study is to develop a reliable and a valid scale to determine the attitudes of the primary students towards tablet PC. The items of the scale were determined by scanning the relevant literature and taking the opinions of the experts. The first draft of the scale including 49 items as a result of content reliability was applied to 434 students chosen randomly from the 7th and 8th grades of schools in the city, city centre and the villages of Giresun [Turkey] in March 2012. It was revealed that the scale was clustered on single factor which consisted of 31 items and the factor loading values were 0.470 and over. Cronbach Alpha reliability coefficient was calculated to be 0.93 for the reliability of the scale.
Building on Student Achievement through Incentive Programs
Author: Buchanan, Saneik
Date: 2015-04-09
Type: Reports - Research
Subjects: High School Students,Secondary School Teachers,Academic Achievement,Incentives,Program Effectiveness,Lunch Programs,Rewards,Essays,Student Attitudes,Attitude Change,Student Motivation,Teacher Motivation,Positive Reinforcement,Student Leadership,Teamwork,Educational Benefits,Barriers,Outcomes of Education,Learner Engagement,Behavior Change

The purpose of this study is to determine if incentive programs like Renaissance impact high school students and faculty. Incentives can go a long way for students in schools. At Lehigh Senior High School (LSHS), for example, students were introduced to the Renaissance Program this school year, by receiving goodies. Coupons at Dairy Queen, discounts at local stores like Buffalo Wild Wings and free time from class to experience shows, plays, and pep rallies for their dedication and commitment to doing what it takes to be successful in high school. At LSHS there are over 1,800 students, all of whom are on free and reduced lunch, with a large diverse population that includes Hispanics, African-Americans, Caucasians, Asian and Native Americans. The results indicate that LSHS has seen a difference in attitude with students and faculty, because they now feel like someone cares about them. Students have written essays describing the impact Renaissance the program has had I their lives. Renaissance at LSHS is meant to motivate students, staff and teachers. When we are acknowledged by our achievements we tend to do better, and at the end of the day it is the goal for each of us to grow and be the best version of ourselves, and having a little encouragement with incentive programs is an added bonus. The results show that the Renaissance program has helped recognized student's achievements through leadership, teamwork, character, and school spirit. However, the barriers to incentive programs are time, funding and developing new ideas to keep students and faculty interest.
Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography 2016
Author: Arendale, David R., Comp.
Date: 2016-03-23
Type: Reference Materials - Bibliographies
Subjects: Postsecondary Education,Cooperative Learning,College Students,College Programs,Academic Support Services,Video Technology,Peer Relationship,Annotated Bibliographies,Literature Reviews,Peer Teaching,Higher Education,Acceleration (Education),Teamwork

Purpose: This 2016 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally to increase student achievement. Methodology: An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. Results: From a review of the professional literature, more than 1,100 citations emerged concerning seven programs that met the previously mentioned selection criteria: &quot;Accelerated Learning Groups&quot; (ALGs), &quot;Emerging Scholars Program&quot; (ESP), &quot;Peer Assisted Learning&quot; (PAL), &quot;Peer-Led Team Learning&quot; (PLTL), &quot;Structured Learning Assistance&quot; (SLA), &quot;Supplemental Instruction&quot; (SI), and &quot;Video-based Supplemental Instruction&quot; (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Conclusions: The professional literature of peer learning programs has grown significantly in recent years. The literature reports not only positive outcomes for the student participants of such programs, but now includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Recommendations: Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised version of ED545639.]
Creating a Curriculum and Accommodating Teaching Methods at a Federal Prison's Special Housing Unit
Author: Baskas, Richard S.
Date: 2016-04-11
Type: Reports - Evaluative
Subjects: Correctional Education,Correctional Institutions,Institutionalized Persons,Educational Environment,Literature Reviews,Teacher Role,Curriculum Development,Student Needs,Student Recruitment,Program Development

The federal prison system provides a number of opportunities for inmates to further their education. These prospects can be made available at the prison and can include, college correspondence, the formal classroom, or at the inmate's cell in the special housing unit (SHU). While it is common for inmates to receive a more appropriate education at the education department where classrooms, students, and teachers are provided, SHU is a unique environment that limits inmate movement and the one-on-one interaction between students and teachers. As long as SHU inmates are held in SHU, they cannot officially test for the ABE, PGED, or GED, but they can participate in the SHU Educational Program where they can learn these subjects through these three programs, earn program points, and a certificate of completion so that when they do leave SHU and do return back to the classroom, they can quickly progress via these programs and earn their GED. Review of the literature was conducted through Google Scholar and ERIC and revealed a number of scholarly articles. It takes a special type of teacher to work with inmates to help them reach their educational goals. This paper reveals how teachers can create a teaching environment for SHU inmates as well as how to continuously create and maintain an effective environment to ensure that learning can continue.
A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching
Author: Stahmer, Aubyn C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Behavior Modification,Intervention,Autism,Pervasive Developmental Disorders,Pilot Projects,Media Adaptation,Special Education Teachers,Elementary School Teachers,Preschool Teachers,Public School Teachers,Fidelity,Satisfaction,Teacher Attitudes,Training,Teacher Surveys,Questionnaires,Preschool Children,Elementary School Students,Diagnostic Tests,Observation,Learner Engagement,Program Effectiveness

Pivotal Response Training (PRT) is a naturalistic, behavioral intervention with a strong evidence-base that is designed to increase generalization and maintenance of responding in children with ASD. Although special education teachers report using PRT, little research to date has examined PRT use in the context of community school programs. There is some research to support that teachers have challenges implementing PRT with fidelity in the classroom. To address this issue, a research community partnership was used to adapt PRT specifically for classroom environments. The pilot project used a multiple baseline design across training groups to examine 20 teachers' use of Classroom Pivotal Response Teaching (CPRT) with students with ASD in special education settings. Results indicated that teachers learned the strategies after a relatively brief training period that included coaching, were satisfied with the training and adapted materials, and that use of CPRT was associated with improved student engagement.
A.V. Usova's Contribution to the Field of Concept Learning in Physics Classroom
Author: Yavoruk, Oleg
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Science Instruction,Physics,Scientific Concepts,Concept Formation,Scientific Principles,Teaching Methods,Learning Processes,Educational History,Scientists

A.V. Usova (1921-2014) has always been one of the leading figures in Russian physics education. Her theory of physics concept formation was formulated during the 1970s and the 1980s and directly influenced the process of physics education in the 20th and the 21st century. Over the years there have been a lot of theories of concept formation. Her work contributed to our understanding of concept formation (learning, teaching) and the contemporary physics learning process. She formulated her original views on the problem of concept formation independently of Western researchers. She is perhaps the most important Russian educational theorist in the field of concept learning. A.V. Usova suggested to physics teachers the model of concept formation that describes: methods of learning concept in physics classroom, conditions of successful concept formation in physics teaching; structure of complex scientific concepts formation (stages of concept formation), the influence of interdisciplinary teaching on the scientific concept formation, criteria and levels of physics concept formation, methods and techniques of analysis of the quality of concept formation, the role of educational observation and experimentation in the scientific concepts formation, methodology formation for complex physics concepts &quot;work&quot; and &quot;energy&quot;. This paper deals with both the historical A.V. Usova's contribution review and also issues raised by post-Usova approaches. [This paper was published in: Third 21st CAF Conference at Harvard [Proceedings], Vol. 6, Nr. 1, p355-361. ISSN: 2330-1236.]
Instruction of Diverse Students in Mainstream Classrooms
Author: Chang, Sau Hou
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Mainstreaming,Classroom Techniques,Student Diversity,Academic Achievement,Ethnicity,Gender Differences,Social Class,Student Characteristics,Instructional Innovation,Educational Strategies,English Language Learners,Culturally Relevant Education,Individualized Instruction,Conventional Instruction,Comparative Analysis,Teaching Models,Teaching Machines,National Competency Tests,International Assessment,Secondary School Students,Achievement Tests,Foreign Countries,Achievement Gap

This chapter focuses on the instruction of diverse students in mainstream classrooms. The first part summarizes academic achievement of diverse students from different ethnicity, gender, language and social class. The second part discusses the characteristics of different diverse instruction. The third part suggests specific instructional strategies for diverse students. [This chapter was published in S. Abebe (Ed)., &quot;Diversity in the Classroom: Integrated Framework beyond Chalk and Talk,&quot; p223-246 (Ronkonkoma, NY: Linus Books).]