ethanporcaro/eric-fulltext-meta huggingface dataset:
The Learning Achievement in Thai Language for Hearing Impaired Students in Thailand
Author: Nuttaya, Iam-Khong
Date: 2011-00-00
Type: Journal Articles
Subjects: Test Results,Testing,Learning Processes,Foreign Countries,Reading Ability,Thai,Language Skills,Language Proficiency,Comparative Analysis,Hearing Impairments,Special Schools,Academic Achievement,Reading Achievement

The development of language skills, reading and writing, is very important for hearing impaired students. However, there is no evident about the current language proficiency of Thai hearing impaired students. Therefore, the purposes of this research were to compare the language achievement of Thai hearing impaired students with the national average scores of Thai language and to predict differences in Thai language skills when they graduate from colleges. The sample groups in this study were 218 students who are hearing impaired and enrolled in schools for the deaf in Bangkok's area. The testing score of the hearing impaired students was compared with the average score of the NIETS (National Institute of Education Testing Service). The results showed that the hearing impaired students have lower scores than national average scores about 52 to 54 percentages, which is indicated that the hearing impaired students have a very serious problem. This finding is opposite from the most Thai people thinking about the reading ability of the hearing impaired students that they can read Thai as normal students, which is incorrect. Therefore, it should be urgent to the Thai community and, perhaps, other country that it is necessary to improve learning processes and develop proper technologies for hearing impaired students to increase their language skills. (Contains 5 tables and 1 figure.)
Conceptual Examination of Bereiter's Educational Notion
Author: Talkhabi, Mahmoud
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Cognitive Science,Theory Practice Relationship,Foundations of Education,Educational Objectives,Learning

The purpose of this study was to investigate the Bereiter's educational notion and its applicability, conceptually and critically. The method of research was empirical applicability by means of which the essential components of the notion were formulated, criticized and verified, to see if it is applicable. In the study, primarily Bereiter's philosophical assumptions and his main educational ideas were categorized, reformulated and criticized. The results of the study showed that, although Bereiter's educational notion has a relatively consistent framework, it could be criticized and its practice in real situations may face difficulties. One of the major difficulties of his philosophical assumptions is his distinction between World two and three and its implication for correlation between mind and knowledge. In addition, the key problem of his educational idea is generalization of knowledge building as a task of all students. However, although his ideas rely on cognitive science as an interdisciplinary field, but he fails to specify how education could be informed by that field. The article concludes that, although Bereiter has appropriately shown the educational issues arising from folk theory, some of his ideas, like his focus on knowledge building rather than learning, seem to be impractical. (Contains 2 tables.)
Engineering Communication Interface: An Engineering Multi-Disciplinary Project
Author: Prescott, David
Date: 2011-00-00
Type: Information Analyses
Subjects: Engineering,Social Responsibility,Communication Skills,Communication Strategies,Engineering Education,Educational Needs,Interdisciplinary Approach,Change Strategies,Educational Change,Course Descriptions,Educational Practices,Ethics,Self Management,Professional Development,Teaching Methods,Educational Strategies,Science Course Improvement Projects

Well-developed professional communication skills, collaborative work practices, effective self-management and a clear understanding of social responsibility and ethical practices are essential for the new engineer who hopes to contribute to the profession and build a career. These attributes are in addition to the traditional sound knowledge of engineering theory and practice. The CEN (College of Engineering) at the AUS (American University of Sharjah) has recognized this reality with the development of a course in language enhancement and professional communication based around engineering multi-disciplinary projects. This paper first outlines the context of the engineering multi-disciplinary projects emphasizing the interface between engineering and communication. Evidence from a number of studies is referred to concerning the importance of professional communication for engineering students. The paper then reports the procedures employed to teach professional communication skills through engineering multi-disciplinary projects. The paper discusses the role of Halliday's (1985) systemic-functional linguistics in guiding the linguistic integrity of the revision and shows how Bloom's higher order cognitive domain skills relate to the course learning outcomes. The pedagogical underpinning of the course and its role in developing students' meta-cognitive capacities is briefly discussed. Students' feedbacks, course assessment surveys and the final exam results point to the success of contextualized teaching and learning. Two appendixes present: (1) Application of Halliday's Framework to ENG207 Reveals the Following Relationships; and (2) Student Engineering Multi-Disciplinary Project Topics as Examples of Attempting Solutions to Real Problems from Their  Surrounding Environment. (Contains 1 figure.)
Learning from Balance Sheet Visualization
Author: Tanlamai, Uthai
Date: 2011-00-00
Type: Journal Articles
Subjects: Visual Aids,Accounting,Graduate Students,Information Technology,Cognitive Style,Outcome Based Education,Student Surveys,Preferences,Foreign Countries

This exploratory study examines alternative visuals and their effect on the level of learning of balance sheet users. Executive and regular classes of graduate students majoring in information technology in business were asked to evaluate the extent of acceptance and enhanced capability of these alternative visuals toward their learning performances. Adapting from the cognitive fit theory, higher level of learning performance will be achieved, if the type of visual representation matches the information processing requirement of the type of task activity. Results from 54% of the response rate of 104 students showed that the majority of respondents had visual-oriented learning style. Regardless of whichever type of task activity was performed, the respondents seemed to accept certain types of balance sheet visual more than the others. Mixture of number and graph was chosen as the most acceptable, then spatial table, and finally traditional graph. No statistical significant relationship was found between visual-task preferences and the respondents' learning performance. (Contains 7 tables, 4 footnotes, and 3 figures.) [Support for this research was provided by the Chulalongkorn University Centenary Academic Development Project and Chulalongkorn Business School.]
Some Aspects of Sustainable Development in Kindergartens in Slovenia
Author: Vodopivec, Jurka Lepicnik
Date: 2011-00-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Sustainable Development,Preschool Curriculum,Curriculum Evaluation,Educational Practices,Questionnaires,Teacher Attitudes,Preschool Evaluation,Program Implementation,School Activities,Environmental Influences,Environmental Standards

Aspects of environmental crisis (industrialization, explosive growth of population and urbanization) have a negative effect on the environment. However, they also impact the mentality of population (for example, urbanization has lead to the decreasing numbers of adults and children having a direct contact with the natural environment). Environmental education and education for sustainable development has developed from the concern of destruction of environment and anthropocentric mentality. Experts are convinced that education based on environmental ethics leads to a quality future. The author analyses the currently valid Curriculum for kindergartens in Slovenia from the aspect of sustainable development. In the second empirical part of the article, the author presents the research that was conducted in order to get the answer to that how the Slovenian kindergartens include sustainable development into daily praxis. (Contains 3 tables.)
New Database Manipulation Tools in the Easy-Learning On-Line Platform
Author: Radescu, Radu
Date: 2011-00-00
Type: Journal Articles
Subjects: Databases,Programming,Electronic Learning,Usability

The present paper deals with the new ORM (object-relational mapping) tool introduced in the easy-learning platform. Propel 1.5 is the latest version of Propel, one of the ORMs fully compatible with the Symfony framework, and in comparison with the older versions and it has drastically improved the way the easy-learning platform can manipulate its database. Being a complex platform, the database behind it is complex as well and can contain a large number of entries that can increase the time required to load pages, slowing down the whole application. Propel 1.5 provides queries which are minimized and optimized, written and executed faster and the speed of retrieving information from the database is also improved. Besides these aspects, Propel 1.5 comes with a new behavior that provides a robust database, reducing the risk of losing references among tables, allowing the administrators of the easy-learning platform to temporarily delete objects and giving the possibility of restoring them in case they are needed once more. Another feature is the admin15 theme provided to the Symfony admin-generator files, making them easy to manage, edit and improve. Using this tool has three purposes: speeding up the platform, providing a robust database and giving the platform the ability to be maintained more easily. (Contains 8 figures.)
LEGO-Method--New Strategy for Chemistry Calculation
Author: Molnar, Jozsef
Date: 2011-00-00
Type: Journal Articles
Subjects: Chemistry,Computation,Science Instruction,Teaching Methods,Problem Solving,Stoichiometry,Mathematics,Equations (Mathematics),Secondary School Science,College Science

The presented strategy of chemistry calculation is based on mole-concept, but it uses only one fundamental relationship of the amounts of substance as a basic panel. The name of LEGO-method comes from the famous toy of LEGO[R] because solving equations by grouping formulas is similar to that. The relations of mole and the molar amounts, as small perspicuous units (building blocks), are applied on the fundamental relationship (basic panel) and the problem can be solved as an algebraic operation. LEGO-method is much more simple than the other strategies (e.g., dimensional analysis, mole method or rule of three), because the students can understand and learn this procedure step by step at the very beginning of their science study. The measurements have demonstrated that those students, who learned the LEGO-method in the school, have used this strategy more frequently than other strategies for solving a stoichiometric problem. The success of these students indicates that the LEGO-method is a useful alternative strategy for teaching chemistry calculations and more complete understanding of problem-solving. (Contains 1 figure.)
Alternative Approaches to Setting Performance Standards for the National Assessment of Educational Progress (NAEP)
Author: Beaton, Albert E.
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Academic Achievement,National Competency Tests,Benchmarking,Performance Based Assessment,Validity,Governing Boards,Student Evaluation,Standard Setting

The judgmental approaches used by the Governing Board to set National Assessment of Educational Progress achievement levels have been the subject of a great deal of controversy and have sometimes led to results that were considered &quot;unreasonable.&quot; The NCES requirement that the achievement levels be used on a trial basis and be interpreted with caution continues to be in effect. This paper considers three alternative approaches to setting performance standards (the predictive, the international benchmark, and the baseline normative approaches) and hybrid approaches that combine features across these three. (Contains 3 footnotes.)
Review of &quot;On Her Majesty's School Inspection Service&quot;
Author: Gross, Steven Jay
Date: 2012-02-28
Type: Reports - Evaluative
Subjects: Federal Legislation,Inspection,Change Strategies,Educational Change,Advocacy,Educational Innovation,Educational Improvement,Quality Control,Academic Standards,Educational Policy,Educational Practices,Systems Analysis,Scoring Rubrics,Administrator Characteristics,Cost Effectiveness,Comparative Analysis,Comparative Education,Foreign Countries,Educational Quality

This descriptive work urges U.S. policymakers to consider the English system of school inspections as a way of expanding our understanding of student achievement. Such an innovation is timely, according to the report, because the No Child Left Behind legislation is coming up for reauthorization. Using data largely from the English Office for Standards in Education (Ofsted), the report outlines the English system, including the rubrics it uses in judging teaching, some characteristics of its inspectors, and how much such a system might cost states in the United States. Readers should keep in mind that the report is an advocacy piece and not a research document. No research questions are posed, and few examples from the extensive literature on English school inspections are offered. Thus, the report does not include key research findings, be they supportive or critical, of the process or of the very concept of the inspection service. In order to make sound judgments, policymakers need clear information about alternative approaches, hence the possible attraction of publications such as the one reviewed here. Unfortunately, the potential for &quot;On Her Majesty's School Inspection Service&quot; to provide such help is limited by its design as an advocacy piece. (Contains 16 notes.) [This report reviews &quot;On Her Majesty's School Inspection Service. Education Sector Reports&quot; (ED528608).]
Blending in: The Extent and Promise of Blended Education in the United States
Author: Allen, I. Elaine
Date: 2007-03-00
Type: Numerical/Quantitative Data
Subjects: Evidence,Electronic Learning,Online Courses,Blended Learning,Student Attitudes,Surveys,Comparative Analysis,Higher Education,Administrators

&quot;Blending In: The Extent and Promise of Blended Education in the United States&quot; builds on the series of annual reports on the state of online education in U.S. Higher Education. This study, like the previous reports, is aimed at answering some of the fundamental questions about the nature and extent of education in the United States. Unlike the previous reports that focused exclusively on online learning, the current report examines blended (also called hybrid) instruction. The findings are based on three years of responses from a national sample of over 1,000 colleges and universities. Additional results are presented from an Eduventures-conducted national survey of 2,033 U.S. adults interested in postsecondary education in the next three years. Questions examined in the report include: (1) Have the course and program offerings in online education entered the mainstream?; (2) Are blended courses more prevalent than fully online courses?; (3) Do blended courses hold more promise than fully online courses?; (4) Are blended courses simply a stepping stone for institutions on the way to fully online courses?; and (5) Do students prefer blended courses over either fully online or face-to-face courses? Findings reveal that blended courses are not more prevalent than fully online courses. Very similar proportions of schools report offering blended courses as offer online courses, with slightly more citing online offerings than blended. There is also little evidence of growth in blended course offerings. Academic leaders do not regard blended courses as holding more promise than fully online courses. This view appears to be true regardless of size and type of school with the only exception being the small number of schools which offer blended courses but not online courses. It seems that blended courses are &quot;not&quot; just a stepping stone to offering online courses or programs. There are far more blended courses and programs being offered than would be present if institutions were using them only as a transition to fully online. Schools with established online courses and programs have a smaller percentage of blended courses than schools with no or only a small percentage of courses online. The percentage of reported blended course offerings remained stable from 2002-2005 while the percentage offered online has increased. The market for online/blended delivery has a lot of room for growth. Consumer preference for online and blended delivery far exceeds reported experience, and consumer openness to these delivery modes far exceeds preference. Blended and Online Course Penetration Rates are appended.
Learning on Demand: Online Education in the United States, 2009
Author: Allen, I. Elaine
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Electronic Learning,Higher Education,Online Courses,Teaching Methods,Annual Reports,Student Participation,Enrollment Rate,Economic Impact,Strategic Planning,Teacher Attitudes,Program Attitudes,Faculty Development,Institutional Characteristics,Institutional Research,Enrollment Trends,College Outcomes Assessment,College Planning,Educational Research,School Surveys,Intermode Differences,Educational Demand,Distance Education

&quot;Learning on Demand: Online Education in the United States, 2009&quot; represents the seventh annual report on the state of online learning among higher education institutions in the United States. The study is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on responses from over 2,500 colleges and universities, the report addresses the following key questions: (1) How Many Students are Learning Online?; (2) What is the Impact of the Economy on Online Education?; (3) What Contingency Plans do Institutions Have for H1N1?; (4) Is Online Learning Strategic?; (5) Has Faculty Acceptance of Online Increased?; and (6) Do Faculty Receiving Training for Teaching Online? The survey analysis is based on a comprehensive sample of active, degree-granting institutions of higher education in the United States that are open to the public. Findings reveal that online enrollments have continued to grow at rates far in excess of the total higher education student population, with the most recent data demonstrating no signs of slowing. Academic leaders at all types of institutions report increased demand for face-to-face and online courses, with those at public institutions seeing the largest impact. In all cases the demand for online offerings is greater than that for the corresponding face-to-face offerings. Proponents of online learning have long posited that moving face-to-face classes online could become an important component of academic continuity planning. A potential H1N1 pandemic is such an event that might trigger such planning. This year's results show a very small increase from the previous year and begin to signal that a plateau may have been reached by institutions believing that online is critical to their long-term strategy. While the number of programs and courses online continue to grow, the acceptance of this learning modality by faculty has been relatively constant since first measured in 2002. There is no single approach being taken by institutions in providing training for their teaching faculty. Most institutions use a combination of mentoring and training options. Additional tables are appended. [For the previous report, &quot;Staying the Course: Online Education in the United States, 2008,&quot; see ED529698.]
Research on the Intergenerational Links in the Every Child Matters Outcomes. Report to the Department of Children, Schools and Families. CEE Special Report 005
Author: Blanden, Jo
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Federal Legislation,Well Being,Children,Public Policy,Child Health,Safety,Access to Information,Parent Role,Generational Differences,Life Style,Parent Influence,Educational Attainment,Academic Achievement,Scores,Income,Citizen Participation,Outcomes of Education,Parents

The Every Child Matters (ECM) agenda was introduced in the UK, as a policy aiming to improve child outcomes along five broad areas. The categories are Be Healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution and Achieve Economic Wellbeing. The objective therefore, is to move beyond the traditional focus on child academic outcomes, to improve the wellbeing of children in the UK. From a policy perspective, there is a need to understand the mechanism through which the wide range of child ECM outcomes form. This report evaluates the role of families in driving the ECM outcomes of their children. Specifically, we analyse the intergenerational transmission of ECM outcomes between parents and children. We take the approach of analysing correlations across generations in a wide set of outcomes--the broadest set of variables studied to date. Existing studies of intergenerational correlations across generations tend to focus on outcomes such as earnings, and consequently very little is known about how healthiness, safety and enjoyment of school are correlated across generations. We contribute towards this literature by extending the scope of child outcomes. (Contains 3 tables and 4 footnotes.)
The Children's Workforce: A Data Scoping Study. A Report for the Department of Children, School and Family (DCSF). CEE Special Report
Author: Machin, Stephen
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Child Care,Labor Force,Surveys,Wages,Research Needs,Young Children,Early Childhood Education,Government Role,Supply and Demand,Educational Quality,Child Development,Early Intervention,Disadvantaged Youth,Social Services,Teacher Aides,Paraprofessional School Personnel,Child Caregivers,Child Care Occupations,Gender Differences,Females,Individual Characteristics,Employment Qualifications,Work Environment,Age Differences,Marital Status,Racial Differences

There has been much policy interest on the theme of children's services in recent years. For example, the 1998 National Child Strategy explicitly aims to ensure good quality, affordable childcare for children aged 0 to 14 in every neighbourhood, including both formal childcare and support for informal arrangements. The sector has a changed a lot in recent years and a there are a range of data sets that explore aspects of how it works. This report explores and describes available data sources on the early years children's workforce, focusing particularly on childcare. We have investigated what administrative or survey data sets are available and how the data sources could be linked together. We start the report with a general introduction to what we mean by the children's workforce' and the sort of questions that could be asked. We summarise the data sets we have looked at, briefly commenting on how they could be used in research. In a detailed appendix, we discuss each of these data sets in turn, highlighting key strengths and limitations. In the core of the text, we provide an analysis of the children's workforce in the Labour Force Survey (occasionally supplemented with information from the Annual Survey of Hours and Earnings). Finally, we discuss future directions for research in this context. (Contains 5 figures, 4 tables and 29 footnotes.)