ethanporcaro/eric-fulltext-meta huggingface dataset:
How to Teach Content: Existing Concepts and Prospects for Development
Author: Zascerinska, Jelena
Date: 2011-05-00
Type: Reports - Research
Subjects: Foreign Countries,English for Academic Purposes,Second Language Instruction,Efficiency,Teaching Methods,Cooperative Learning,Teacher Education,Graduate Students,Communicative Competence (Languages)

The paradigm has changed from the static transmitted contents to knowledge that is ever renewable and often construed jointly with other learners (Niemi, 2008, p. 12) in a changing multicultural environment. Aim of the research is to analyze efficiency of the process of teaching and learning content applied to enhance students' knowledge in language education. The analysis involves a process of analyzing the meaning of the key concepts &quot;teaching&quot; and &quot;learning content&quot; and &quot;peer-learning content.&quot; Moreover, the study demonstrates how the key concepts are related to the idea of &quot;efficiency.&quot; The qualitative evaluation research has been used. The sample involved 75 master students of Riga Teacher Training and Educational Management Academy, Latvia, in 2008-2009. The students' communicative competence was a criterion of efficiency of the process of teaching and learning content. Descriptive statistics was implemented for primary data analysis. Secondary data processing included test reliability. The findings of the research allow drawing conclusions on efficiency of the process of teaching and learning content for the improvement of students' knowledge. Directions of further research are elaborated. (Contains 7 figures.)
A Comparative Study of the Relationship between Social Dimension of Web 2.0 Technologies and E-Learning: Students' View in Germany and Taiwan
Author: Ahrens, Andreas
Date: 2010-11-00
Type: Reports - Research
Subjects: Electronic Learning,Constructivism (Learning),Foreign Countries,Social Environment,Comparative Analysis,Internet,Educational Technology,Computer Uses in Education,Cross Cultural Studies,Student Attitudes,Social Influences,Social Networks,Student Needs,Business Education,Engineering Education,College Students,Questionnaires

The social dimension of Web 2.0 penetrates our society more thoroughly with the availability of broadband services. Aim of the following paper is to analyze the students' view on the relationship between social dimension of Web 2.0 technologies and e-learning within education. The meaning of the key concept of social dimension of Web 2.0 is studied. Moreover, the study demonstrates how the key concept is related to the idea of e-learning. Research methodology is based on the theoretical findings on the social dimension of Web 2.0 (Vossen, 2009; Tapscott, Williams, 2006; Berners-Lee, 2000) and the relationship between social dimension of Web 2.0 technologies and e-learning (Maslo, 2007; Zascerinska, 2009a). The methodological foundation of the present research for the comparative analysis of the students' view on the relationship between social dimension of Web 2.0 technologies and e-learning is formed by the System-Constructivist theory. The present empirical research was conducted during the implementation of Bachelor's programmes at the Faculty of Business and Engineering at Wismar University, University of Technology, Business and Design, Germany, and the nationwide of Taiwan. The comparative study results suggest that the students in Taiwan have a higher level of the positive view on the relationship between social dimension of Web 2.0 technologies and e-learning than the engineering and business students of Wismar University in Germany. The findings of the research allow putting forth the following hypothesis for further studies: in order to increase the students' e-learning within the social dimension of Web 2.0 it is necessary to promote the students' use of the social dimension of Web 2.0 for organizational and professional purposes, as well as to create a favourable learning environment which supports learners' needs and provides successful e-learning within the social dimension of Web 2.0 in a multicultural environment. (Contains 3 tables and 2 figures.)
Enterprise 2.0 in Engineering and Business Education: Engineering and Business Students' View
Author: Ahrens, Andreas
Date: 2010-11-00
Type: Reports - Research
Subjects: Foreign Countries,Engineering Education,Business Administration Education,Web 2.0 Technologies,Engineering,Entrepreneurship,Summer Schools,Information Technology,Science and Society,Student Attitudes

Contemporary engineers and entrepreneurs need to become more cognizant and responsive to the emerging needs of the market for engineering, enterprise and technology services. Enterprise 2.0 which penetrates our society more thoroughly with the availability of broadband services has the potential to contribute decisively to the sustainable development of engineering and business education. Aim of the following paper is to analyze student engineers' and entrepreneurs' view on Enterprise 2.0 of Web 2.0 technologies within engineering and business education. The meaning of the key concept of &quot;Enterprise 2.0&quot; is studied. Moreover, the study demonstrates how the key concept is related to the idea of &quot;engineering and business education.&quot; Finally, the study presents how the steps of the process are related: determining Enterprise 2.0 [right arrow] revealing Enterprise 2.0 within engineering and business education [right arrow] empirical study within a multicultural environment. The present empirical research was conducted during the implementation of Bachelor's programmes at the Faculty of Engineering and at the Faculty of Business of Wismar University, University of Technology, Business and Design, Germany and during the implementation of Fifth Baltic Summer School &quot;Technical Informatics and Information Technology&quot; at the Institute of Computer Science of the Tartu University, August 7-22, 2009, Tartu, Estonia. The results of the empirical study reveal that the student engineers' and entrepreneurs' view on use of Enterprise 2.0 for individual, organizational and professional purposes is heterogeneous. However as shown by the Fifth Baltic Summer School, students are able to adapt new technologies and their benefits easily, which leads to new ways of socializing. The findings of the research allow drawing the conclusions that the student engineers' and entrepreneurs' view on Enterprise 2.0 in engineering and business education is a condition for successful use of Enterprise 2.0 in acquiring engineer's and entrepreneur's profession. (Contains 7 figures.)
A Historical Perspective on the Development of the Concept &quot;Competence&quot;
Author: Zascerinska, Jelena
Date: 2010-05-13
Type: Reports - Evaluative
Subjects: Communicative Competence (Languages),Constructivism (Learning),Competence,Linguistic Theory,Time Perspective,Foreign Countries,Epistemology,Research and Development

Communicative competence that involves language (Druviete 2007, p. 12) is one of the eight key competences which individuals need for personal fulfilment and development, active citizenship, social inclusion and employment (European Commission 2004, p. 3). The enhancement of students' communicative competence becomes particularly important for the development of education and culture change in the constantly changing environment. The methodological foundation of the present research on the concept competence is formed by the System-Constructivist Theory (Maslo 2006b, p. 39; Homica 2009 p. 46). The findings of the present research based on the analysis of the existing concepts of communicative competence allow determining contemporary trends in the development of the concept competence, namely, the concept competence has been extended to include the ability to innovate knowledge - creation, dissemination and application of knowledge - that allows using the term innovation competence in the frame of the present research while the communicative competence remains the overall concept. It might be stressed that the emphasis of the System-Constructivist Theory on the subjective aspect of human beings' point of view and experience that plays the central role in a construction process allows a variety of the definitions of the concept competence. (Contains 2 tables and 1 figure.)
Communicative Competence: Existing Concepts and Prospects for Further Development
Author: Zascerinska, Jelena
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Citizenship,Lifelong Learning,Educational Innovation,Infants,Sustainable Development,Communicative Competence (Languages),Employment,Social Integration,Second Language Learning,Linguistic Theory

Communicative competence is set out to be of the eight key competences which individuals need for personal fulfilment and development, active citizenship, social inclusion and employment (European Commission 2004, p. 3). The success of the sustainable development of communicative competence requires existing concepts of communicative competence and prospects for further development to be considered. Aim of the following paper is to analyze existing concepts of communicative competence and to elaborate hypothesis for further studies. The findings of the research allow putting forth the following hypothesis on the prospects of the competence concept's development and of innovation in education (Lifelong Learning for Creativity and Innovation 2008, p. 4): the concept competence extended includes the ability to innovate knowledge -- the creation, dissemination and application of knowledge that allows using the term innovation competence while the communicative competence remains the overall concept. (Contains 5 tables and 1 figure.)
What Works Clearinghouse Quick Review: &quot;The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Urban Schools,Quasiexperimental Design,College Attendance,Pregnancy,Program Effectiveness,Probability,Scores,School District Size,School Districts,Teacher Effectiveness,Outcomes of Education,Retirement,Neighborhoods,Elementary School Teachers,Middle School Teachers,Elementary School Students,Middle School Students,Grade 8,Adults,Teacher Qualifications

This study examined whether being taught by a teacher with a high &quot;value-added&quot; improves a student's long-term outcomes. The study analyzed more than 20 years of data for nearly one million fourth- through eighth-grade students in a large urban school district. The study reported that having a teacher with a higher level of value-added was associated with higher test scores, lower rates of teen pregnancy, higher probability of college attendance and college quality, higher earnings growth in their 20s, higher rates of saving for retirement, and higher neighborhood quality. The study is not a randomized controlled trial and, therefore, cannot receive the highest rating of meets What Works Clearinghouse (WWC) evidence standards. It used a quasi-experimental design, but did not clearly establish that students with and without high value-added teachers were similar before exposure to the teachers. Once the WWC conducts a more thorough review (forthcoming), it will be able to determine whether the study meets WWC evidence standards with reservations. [The following study is reviewed in this What Works Clearinghouse Quick Review: &quot;The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood. NBER Working Paper No. 17699&quot; (ED528374).]
Do High-Stakes Placement Exams Predict College Success? CCRC Working Paper No. 41
Author: Scott-Clayton, Judith
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Community Colleges,Mathematics Achievement,Predictive Validity,Correlation,Remedial Instruction,Student Placement,High Stakes Tests,Urban Schools,Developmental Studies Programs

Community colleges are typically assumed to be nonselective, open-access institutions. Yet access to college-level courses at such institutions is far from guaranteed: the vast majority of two-year institutions administer high-stakes exams to entering students that determine their placement into either college-level or remedial education. Despite the stakes involved, there has been relatively little research investigating whether such exams are valid for their intended purpose, or whether other measures of preparedness might be equally or even more effective. This paper contributes to the literature by analyzing the predictive validity of one of the most commonly used assessments, using data on over 42,000 first-time entrants to a large, urban community college system. Using both traditional correlation coefficients as well as more useful decision-theoretic measures of placement accuracy and error rates, I find that placement exams are more predictive of success in math than in English, and more predictive of who is likely to do well in college-level coursework than of who is likely to fail. Utilizing multiple measures to make placement decisions could reduce severe misplacements by about 15 percent without changing the remediation rate, or could reduce the remediation rate by 8 to 12 percentage points while maintaining or increasing success rates in college-level courses. Implications and limitations are discussed. (Contains 6 tables, 5 figures and 12 footnotes.)
Student Success Courses and Educational Outcomes at Virginia Community Colleges. CCRC Working Paper No. 40
Author: Cho, Sung-Woo
Date: 2012-02-00
Type: Reports - Research
Subjects: Community Colleges,Outcomes of Education,College Credits,Two Year College Students,Academic Support Services,Correlation,Courses,Academic Persistence,College Freshmen,Developmental Studies Programs,School Holding Power,Remedial Mathematics,Student Adjustment,Student Personnel Services,Student Characteristics,Institutional Characteristics,Regression (Statistics),Remedial Instruction,School Orientation,Enrollment

Using data from the Virginia Community College System and building upon prior Florida-based research, this study examines whether student success course enrollment has positive associations with shorter term student outcomes, including earning any college credits within the first year and persisting into the second year. The present study finds that students who enrolled in a student success course in the first semester were more likely to earn college-level credits within the first year and were more likely to persist to the second year. The study also finds that students who were referred to developmental education were more likely to earn college-level credits within the first year if they enrolled in a student success course in their first term.  (Contains 6 tables, 2 figures and 7 footnotes.)
(Re)constructing and (Re)presenting Heritage: Education and Representation in an American Indian Homeland Preservation Project
Author: Graybeal, Lesley Marie
Date: 2011-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Indigenous Knowledge,American Indians,Ethnography,Museums,Tribes,American Indian Culture,Case Studies,Cultural Maintenance,Interviews,Information Dissemination,Stereotypes,Observation,Heritage Education,American Indian History

Experiences of the Occaneechi Band of the Saponi Nation (Occaneechi) in constructing a heritage revitalization initiative known as the Homeland Preservation Project and organizing related educational programming were analyzed through an ethnographic case study. The purpose of the study was to understand the importance of the heritage museum as a site for organizing educational initiatives. Scholarship in museum studies treats heritage museums as sites for the construction of identity through the portrayal of culture and history, but focuses largely on display rhetoric and visitor interpretations. I used ethnographic methods to develop a case as an example of a local tribal museum and its significance, as explained by those involved in organizing and executing related educational initiatives. Having achieved state recognition only in the past decade, the Occaneechi are in the midst of a concerted effort to educate tribal members and descendents, other area tribes, and non-Indigenous community members about their distinct heritage and present-day existence. The Homeland Preservation Project plays a significant role for tribal members in addressing issues of identity, creating a dynamic understanding of culture in transition, recovering Indigenous Knowledge, confronting stereotypes about American Indian people, organizing new types of participation in multiple levels of community, and navigating various stakeholder interests through dissemination of multiple types of knowledge and power. The following are appended: (1) Interview Protocols; (2) Observation Protocol; (3) Sample Triangulation Matrix; (4) Interview Transcript Sample with Coding; (5) Complete Code List; (6) Sample Diagram of Initial Codes, Focused Codes and Categories, and Theme; (7) Sample Thematic Memo; (8) Occaneechi Band of the Saponi Nation Chronology; (9) Tribal Synonymy; and (10) Map of North Carolina Tribes. (Contains 2 tables and 25 figures.)
Cultivating Parental Involvement in Middle Schools: A Case Study
Author: Griffiths-Prince, Marcia
Date: 2009-00-00
Type: Reports - Research
Subjects: Parent Participation,Parent Role,Parent School Relationship,Student Attitudes,Middle Schools,Case Studies,Socioeconomic Influences,Parent Attitudes,Academic Achievement,Teacher Attitudes,Socioeconomic Status,Administrator Attitudes,Federal Legislation,Educational Legislation,Participative Decision Making,Professional Development,Volunteers,At Risk Students,Interviews,Principals

Much evidence has suggested that parents and educators often have very different perceptions about the reasons for low student performance, the appropriate role for parents in the school, and the role of the principal (Abrams and Gibbs, 2000). Conflicting opinions about the parent role in the school often creates misunderstanding and frustration. With the goal of increased student achievement in mind, the context of Joyce Epstein's (1995) six Typologies of Parental Involvement is the theoretical framework on which the inquiry is based. The investigation of the perceptions of parents and educators occurred at multiple middle school sites. Middle school was the focus of this inquiry because, not only are middle school students in transition physically, the emotional transition can be felt also on the parent or guardian, and can influence parental involvement and engagement. The qualitative case study inquiry examined (1) socio-economic conditions and parental activities (2) Parental thoughts and student achievements (3) teachers' perceptions of socio-economic factors of parent (4) school administrators' perceptions of socio-economic factors of the parent. Findings indicate various discrepancies in perceptions. The following appendixes are included: (1) Parental Involvement Survey for Principals; (2) Parental Involvement Survey for Parents; (3) Parental Involvement Survey for Teachers; (4) Interview Protocol for Parent and Teacher Respondent; and (5) Principal Interview Questions Guide. (Contains 5 tables and 1 figure.)
When Do Better Schools Raise Housing Prices? Evidence from Paris Public and Private Schools. CEE DP 119
Author: Fack, Gabrielle
Date: 2010-10-00
Type: Reports - Research
Subjects: Foreign Countries,Public Schools,Private Schools,Middle Schools,School Effectiveness,Housing,Admission (School),Community Characteristics,School Choice,Computation

In France, as in many other countries, there is an ongoing debate on how residence-based assignment to schools affects both educational and residential segregation. Theoretical models (including Benabou, 1993; Fernandez and Rogerson, 1996; Epple and Romano, 2003; Rothstein, 2006) have shown that the existence of peer effects in education yields income and residential sorting in equilibrium. One of these models' key parameters is the willingness of parents to pay for school performance. The higher the value of this parameter, the higher the level of sorting when admission to schools is tied to residence. However, this sorting process can be reversed once school choice is introduced (Epple and Romano, 2003; Rothstein, 2006). In particular, private schools, which operate under different admission rules, expand educational choices and might mitigate sorting effects. In this paper, the authors test the theoretical predictions of models of housing markets in which public and private schools coexist (Nechyba, 1999, 2000, 2003). They estimate the impact of school performance on housing prices and investigate how this effect varies with the availability of private schools in the neighborhood. Using different measures of school performance, the authors find that a standard deviation increase in school performance raises housing prices by 1.4 to 2.4%. The size of this effect is similar to existing US and UK estimates and can explain roughly 5% of observed differences in housing prices between adjacent school zones. They also find that the price premium attached to better performing public schools exhibits spatial heterogeneity and varies with the availability of private schools in the neighborhood. In line with the theoretical predictions of general equilibrium models of school choice, the presence of good private schools in certain neighborhoods tends to attenuate the capitalization of public school performance in housing prices, by providing an advantageous outside option to parents. Computation of school performance indexes is appended. (Contains 7 tables, 5 figures and 43 footnotes.)
Variation in Educational Outcomes and Policies across Countries and of Schools within Countries. CEE DP 117
Author: Freeman, Richard B.
Date: 2010-08-00
Type: Reports - Research
Subjects: Outcomes of Education,Family Characteristics,Scores,Grade 8,Mathematics Tests,Differences,Correlation,Parent Background,Educational Attainment,Books,Gender Differences,Immigrants,Foreign Countries

The motivation for this paper is to increase individuals' understanding of the way in which inequality in educational outcomes and in the relation between measures of backgrounds is related to levels and dispersion of educational performance of young persons. The article thus sheds light on the international variation in the importance of socioeconomic status in affecting the quality of educational outcomes. This paper uses test scores on eighth-grade mathematics from the 1999 and 2007 waves of the Trends in International Mathematics and Science Study (TIMSS) to examine the magnitude and correlates of country differences in levels and dispersion in test scores. It relates test scores of students to measures of their background characteristics within each country and examines the link between the estimated association of characteristics with the country level and dispersion of test scores. The evidence shows the following: (1) Wide cross-country variation in the level and dispersion of test scores, with a virtuous equity-efficiency relation in which higher test scores are associated with lower inequality in scores across countries; (2) Substantial variation among countries in the importance of measures of family background in predicting the mathematics test scores of eighth-grade students; and (3) Higher median test scores and lower variation in student test scores in countries in which family background as measured by the number of books in the home is strongly related to test scores than in countries where it is weakly related to test scores, but no such patterns when family background is measured by parents' educational attainments. Description of Figures 2a and 2b is appended. (Contains 3 tables, 8 figures and 12 footnotes.)