ethanporcaro/eric-fulltext-meta huggingface dataset:
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Arizona
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This paper presents the Arizona edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook&quot;. The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Arizona is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed six goals, met a small portion of four, partially met three, nearly met one and fully met one. Arizona's best performance is in its support of performance pay. The state has the most work to do in making tenure decisions meaningful, ensuring its pension system is neutral, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening some policies regarding teacher compensation. Arizona's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Arizona has an overall performance of D for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support was provided by The Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Kentucky
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Effectiveness,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Kentucky edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Kentucky is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed seven goals, met a small portion of three, partially met two and fully met three. Kentucky's best performances are in its effective induction for new teachers, its support of differential pay in shortage subject areas and high-needs schools, and its requirement of multiple formal evaluations for new teachers. The state has the most work to do in ensuring only factors that advance teacher effectiveness are required for permanent licenses, ensuring its pension system is neutral, articulating consequences for teachers with unsatisfactory evaluations and closing loopholes that allow teachers who have not met licensure requirements to continue teaching. Kentucky's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Kentucky has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Indiana
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Indiana edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Indiana is making progress toward meeting some of goals, significant room for improvement remains in many others. The state completely missed eight goals, met a small portion of two, partially met three, nearly met one and fully met one. Indiana's best performance is in its effective induction for new teachers. The state has the most work to do in requiring instructional effectiveness in teacher evaluations, articulating consequences for teachers with unsatisfactory evaluations, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening policies regarding teacher compensation issues. Indiana's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Indiana has an overall performance of D for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Hawaii
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Hawaii edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Hawaii is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed seven goals, met a small portion of four, partially met two, nearly met one and fully met one. Hawaii's best performance is in its support of differential pay in shortage subject areas and high-needs schools. The state has the most work to do in making tenure decisions meaningful, requiring a mentoring program for new teachers, closing loopholes that allow teachers who have not met licensure requirements to continue teaching and strengthening some policies regarding teacher compensation issues. Hawaii's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Hawaii has an overall performance of D for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. Iowa
Author: National Council on Teacher Quality
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Mentors,Teacher Competencies,State Government,Government Role,Teacher Qualifications,Teacher Effectiveness,Teacher Persistence,State Standards,Data Collection,Databases,Instructional Effectiveness,Tenure,Teacher Evaluation,Observation,Student Evaluation,Standardized Tests,Beginning Teachers,Beginning Teacher Induction,Teacher Certification,Teacher Salaries,Merit Pay,Teaching Experience,Teacher Shortage,Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Dismissal,Educational Objectives

This report presents the Iowa edition of the National Council on Teacher Quality's 2008 &quot;State Teacher Policy Yearbook.&quot; The 2008 &quot;Yearbook&quot; focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While Iowa is making progress toward meeting some goals, significant room for improvement remains in many others. The state completely missed four goals, met a small portion of two, partially met seven, nearly met one and fully met one. Iowa's best performance is in its support of performance pay. The state has the most work to do in ensuring its pension system is neutral, requiring multiple formal evaluations for new teachers and strengthening some of policies regarding teacher compensation issues. Iowa's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the state's strengths and weaknesses in each area. Iowa has an overall performance of D+ for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 &quot;State Teacher Policy Yearbook&quot; was provided by the Teaching Commission. For the national summary, see ED514690.]
ALES: An Innovative Argument-Learning Environment
Author: Abbas, Safia
Date: 2010-09-00
Type: Journal Articles
Subjects: Persuasive Discourse,Intelligent Tutoring Systems,Databases,Information Management,Skill Development

This paper presents the development of an Argument-Learning System (ALES). The idea is based on the AIF (argumentation interchange format) ontology using "Walton theory". ALES uses different mining techniques to manage a highly structured arguments repository. This repository was designed, developed and implemented by the authors. The aim is to extend the previous framework proposed by developing an intelligent tutoring environment for argument learning that aims to: (1) guide the students during argument learning; (2) aid in improving the students' argument skills; and (3) offer an argument classifier agent that retrieves the most relevant results to the subject of search. This paper focuses on the environment development specifying the status of each of the constituent modules. (Contains 9 figures.)
Interdisciplinary Education in Comprehensive School: Can a Deep Understanding Occur?
Author: Andersson, Sonja
Date: 2010-09-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Integrated Curriculum,Problem Solving,Group Activities,Foreign Countries,Art,Religion,Biology,Native Language Instruction,History Instruction,Physics,Science Instruction,Home Economics,Mathematics Instruction,Geography Instruction,Chemistry,Second Language Instruction

The authors investigate how an integrative approach can be applied to teaching of different disciplines at school. Interdisciplinarity can be defined as a process of answering a question, solving a problem or addressing a topic that is too broad to be dealt with by a single discipline. In addition to an integrated understanding of the topic, the process going on inside the learner interests the authors. Unsuspected abilities, development of new views of the world and new commitment may emerge. Constructivism and narration, together with the socio-cultural theory of learning, form the background of the teaching and learning processes. The curriculum will integrate between subjects and recommends work in small groups to develop students' social capacities. The collaborative problem-solving approach, while including telling and re-telling features, allows students of natural sciences to hypothesize and test hypotheses using scientific methods. The target audience of this paper is class teachers and subject teachers in comprehensive schools (Grades 1-9). The research questions are: Do students that undergo integrative education work think and problem-solve in different ways compared to when partaking in standard instruction? Can they develop a deep understanding of the topic they are studying? The authors plan to present story re-telling and visualization activities in groups concerning one theme: eggs. The topic covers arts, foreign languages, mathematics and science. Such an approach strengthens students' understanding of the disciplines themselves. It is hoped that this work can be useful for teachers that are interested in giving their students a more holistic view of their life world. (Contains 3 tables and 7 figures.)
Developing Schools as Professional Learning Communities: The TL21 Experience
Author: Malone, Anthony
Date: 2010-09-00
Type: Journal Articles
Subjects: Research and Development,Active Learning,Educational Change,Foreign Countries,Change Strategies,Inservice Teacher Education,Professional Continuing Education,Communities of Practice,Educational Practices,Educational Development,Program Effectiveness,Educational Improvement,Improvement Programs

Over the last 2 decades, Irish schooling and society have gone through a period of significant structural and policy-driven change. To meet the emerging needs of the knowledge/learning society, schools and teachers are challenged to develop their capacities as &quot;active learning communities&quot;. This places greater demands on teachers and schools to reflect on their classroom practices, to utilise a wider repertoire of pedagogic styles more suited to the needs of the 21st century learners and to meaningfully collaborate with their fellow professionals. Teaching and Learning for the 21st Century (TL21) was a 4-year (2003-2007) multi-pronged research and development project involving the Education Department at the National University of Ireland, Maynooth (NUIM) and 15 post-primary schools. The project sought to address a number of key aims in terms of developing schools as professional learning communities, including addressing the isolation and insulation which teachers can, and do experience in their day-to-day professional lives and prioritize quality in teaching and learning as a key challenge for school development planning. This paper attempts to succinctly frame the key developments and findings which emerged over the duration of this process. (Contains 1 table and 3 footnotes.)
Usability Design Strategies for Children: Developing Children's Learning and Knowledge in Decreasing Their Dental Anxiety
Author: Yahaya, Wan Ahmad Jaafar Wan
Date: 2010-09-00
Type: Journal Articles
Subjects: Children,Elementary School Students,Usability,Design,Guidelines,Multimedia Materials,Instructional Materials,Anxiety,Dentistry,Computer Peripherals,Computer Interfaces,Motivation,Foreign Countries

This paper presents an example of how usability design strategies for children can be designed into educational material using CD-ROM based multimedia application for assisting parents and teachers to develop children's learning and knowledge in decreasing as well as motivate children aged 7-9 years old to reduce their anxious feelings towards dental treatment. In this paper, the authors provide usability design strategies for children in designing the information interfaces and presentation of a PMLE (persuasive multimedia learning environment). PMLE is designed based on the six design categories of guidelines for children which have been applied to this study: general interaction, text, multimedia, navigation and search, graphical user interface and content. The results on presenting this PMLE to 240 primary school children selected at random show how the authors were able to decrease children's dental anxiety and motivate the children to get ready for dental visit. (Contains 6 figures and 4 tables.)
A Study on Pragmatic Failure in Cross-Cultural Communication
Author: Fang, Jie
Date: 2010-12-00
Type: Journal Articles
Subjects: Intercultural Communication,Syntax,Cultural Awareness,Communicative Competence (Languages),English (Second Language),Second Language Instruction,Pragmatics,Cultural Influences,Teaching Methods,Sentences,Language Usage,Foreign Countries

Through analyzing and comparing the anecdotes of pragmatic failure in cross-cultural communication from the aspects of lexicon, syntax and discourse, some pragmatic strategies are suggested in intercultural communication. To improve learners' cultural awareness and communicative competence, a cultural-linguistic approach in foreign language teaching should be adopted.
Blog and Complex Thinking: A Case Study
Author: Ramos, Maria Altina Silva
Date: 2010-08-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Multimedia Materials,Internet,Teaching Methods,Teacher Role,Computer Uses in Education,Computer Mediated Communication,Thinking Skills,Elementary School Students,Access to Information,Data Analysis,Computer Software,Grounded Theory,Cognitive Processes,Critical Thinking,Foreign Countries

The access to a vast array of resources is facilitated by the Internet, which, in its turn, does not promote learning by itself as children and young people often use it passively. As a consequence, the teachers' role is regarded essential so that they are helped to interpret and analyze available information critically. Nowadays, when referring to the web and its importance in the teaching and learning process, people no longer think of read-only contents, but in the supporting infrastructure which allows to create and share contents and a space for collaboration, discussion and ideas associated to the concept Web 2.0. The blog, as a means to deploy the concept &quot;on-line interaction&quot; is, according to Granieri, &quot;The most accessible and natural tool for sharing and publishing, in addition to text, images movies and also sound, will be increasingly disseminated, because of increasing speed of data transmission&quot; (2006, p. 31). It is therefore natural that the use of the blog is more and more frequent as a resource, pedagogical strategy or other capacities at all levels of teaching (Gomes, 2005). Taking advantage of the blog educationally is a recurrent approach in Portugal in recent years. Some work in this area is being closely supervised. The method takes into account the complex thinking model (Jonassen, 1996), more or less explicitly, and is carried out by children and young people in elementary schools. In this paper, a case study is presented based on some blogs, focusing on: the methodology for collection of text and multimedia materials; treatment and analysis of data with the NVivo software; findings and further evolution perspectives.
Sexuality Education: Analysis of Moroccan Teachers' and Future Teachers' Conceptions
Author: Sabah, Selmaoui
Date: 2010-08-00
Type: Journal Articles
Subjects: Health Education,Sex Education,Sexuality,Foreign Countries,Teacher Attitudes,Values,Teaching Methods,Teacher Education,Scientific Research,Ethics,Economic Factors,Questionnaires,Health Behavior,Coding,Acquired Immunodeficiency Syndrome (AIDS),Prevention,Sexually Transmitted Diseases,Sexual Abuse

Conceptions are analyzed as being the emergences from interactions between three poles:scientific knowledge (K), values (V) and social practices (P). The teachers' beliefs and values have a direct influence on the way of understanding and teaching a topic. These beliefs must be taken into account in the content and strategies of the teacher's formation. In this paper, the authors discuss the importance of studying and analyzing these conceptions and present the results of the research on teachers' and future teachers' conceptions about sexual health education. In this topic, the conceptions could be deeply rooted not only in scientific knowledge but also in value systems and social practices, because teachers often refuse to teach the ethical, psychological, economic and social issues not strictly reducible to biology, such as sexuality health. The authors used a questionnaire prepared jointly within the European project Biohead-Citizen. (Contains 2 tables and 6 figures.)
Language Policy Provisions and Curriculum Issues: The Challenges for Secondary Schools in Nigeria
Author: Adejimola, Amuseghan Sunday
Date: 2010-11-00
Type: Journal Articles
Subjects: Secondary Schools,Language Planning,Educational Planning,Language of Instruction,Multilingualism,Language Role,Foreign Countries,Educational Policy,Educational Objectives,African Languages,Native Language,English (Second Language),French,Semitic Languages,Pidgins

Language, language policy and curriculum issues occupy very important and strategic places in educational planning in any society. In a multilingual Nigerian society as well as in similar countries like Australia, India or even in seemingly homogeneous linguistic societies like Britain, language planning, development and policies are sin qua non. In this paper, the author has tried to look from the perspectives of the provisions of the National Policy on Education (1981) and the Constitution of the Federal Republic of Nigeria (1979), and examine the curriculum issues arising from the language and policy aspects in achieving the national educational aims, goals, objectives and development. This paper takes a cursory look at the constitutional and policy documents as well as the realities on ground in the secondary schools. It is discovered that this sub-sector of education is characterized with language implementation crisis. The disturbing issue is that, since the language of instruction is bedeviled with crisis, the whole educational system itself becomes a failure. The paper recommends that, Nigeria should carry out language policy reforms that will be acceptable and effective bearing in mind the role of language and language policy in education. (Contains 2 tables.)