ethanporcaro/eric-fulltext-meta huggingface dataset:
Two Sides of the Same Coin: Student Justification for or against Evolutionary Theory
Author: Yasri, Pratchayapong
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Scientific Attitudes,Adoption (Ideas),Beliefs,Opinions,World Views,Evolution,Epistemology,Information Sources,Religion,Science Instruction,Cognitive Style

Students accepting evolution are likely to rely on science as cognitive authority (i.e. science textbooks and science teachers). In contrast, those not accepting are likely to rely on religion as cognitive authority (i.e. religious texts and religious leaders). A thematic analysis based on existing quantitative and qualitative studies has been carried out in order to propose a theoretical framework for a range of reasons contributing to students' acceptance and rejection of evolutionary theory. This article urges that instruction of evolution is more than the matter of delivering scientific contents. It also deals with personal worldviews influenced by different forms of cognitive authority. It is therefore important to put more emphasis on developing students' learning skills to critically evaluate which source of information is scientifically appropriate, with full respect to religious belief of individuals.
Impact of Social Changes on the Development of Teaching Music in Croatia and Slovenia since the Early 20th Century Until Today
Author: Kosta, Tomislav
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Music Education,Politics of Education,Educational History,World History,Social Change,Educational Practices,Singing,Musical Instruments,Democracy

The present-day independent Republics of Croatia and Slovenia went through a number of changes and different socio-political systems in the 20th century. At the beginning of the previous century they were parts of Austrian-Hungarian Monarchy, then of the Kingdom of Serbs, Croats and Slovenes (the Kingdom of Yugoslavia), and after World War II they were parts of the socialist Yugoslavia. The most recent and very significant change occurred at the beginning of the 1990s, when Croatia and Slovenia became independent republics through democratic processes. All those social changes resulted with deep changes in education and, therefore, in music teaching, the subject of this paper. It is interesting to observe the manner in which the music-pedagogical profession coped with those changes and how much it succeeded in the improvement of music teaching in those respective periods. Since the beginning of the 20th century and in the period between the two world wars, a modest advancement or even stagnation in music pedagogy is noted. After World War II, however, conditions were created that lead to a significant improvement of the profession. The period from the republics' independence until the present-day still waits for a thorough evaluation. Social changes inevitably influence the development of education and, therefore, music teaching. As a rule, the ruling structures do not determine aims and objectives of music teaching, but create the environment in which those aims are determined. Each of the periods analysed in this paper brings new conditions that significantly influence the changes in music teaching. [This chapter was published in: I. Riccioni, P. Somigli (Eds.), &quot;Sociology of Music and its Cultural Implications: Interdisciplinary Insights from Theoretical Debate and Field Work&quot; (pp. 113-126). Milano, Italy: Franco Angeli, 2015.]
Is the Pen Mightier than the Keyboard? The Effect of Online Testing on Measured Student Achievement
Author: Backes, Ben
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Achievement Tests,Mathematics Tests,Language Tests,Academic Achievement,Standardized Tests,Scores,Test Score Decline,Elementary Secondary Education,Student Characteristics

Nearly two dozen states now administer online exams to deliver testing to K-12 students. These tests have real consequences: their results feed into accountability systems, which have been used for more than a decade to hold schools and districts accountable for their students' learning. We examine the rollout of computer-based testing in Massachusetts over 2 years to investigate test mode effects. Crucial to the study design is the state administering the same exam (PARCC) in online and offline formats each year during the transitional period. We find an online test penalty of about 0.10 standard deviations in math and 0.25 standard deviations in English language arts (ELA), which partially but not fully fades out in the second year of online testing.
What Mentors and Supervisors Do? An Analysis in the Light of NCTE School Internship Framework and Guidelines for Two Year B Ed Course
Author: Najmuddeen, P.
Date: 2019-05-00
Type: Reports - Research
Subjects: Mentors,Supervisors,Internship Programs,Guidelines,Bachelors Degrees,Foreign Countries,School Schedules,Student Teachers,Student Teacher Supervisors,Teacher Role,Teacher Responsibility

Internship is one of the most important elements of any professional course. This is where the student implements the theoretical knowledge in actual situations. School internship has been an integral part of teacher education programmes from the inception itself. Student teachers get the opportunity to apply the techniques, methods, approaches and theories in actual classroom situation during school internship. This phase of the teacher education programme is also considered as the make or break phase for the student teachers. National Council for Teacher Education (NCTE) revised the course structure of B Ed and M Ed programmes in India in the year 2014. As a result, the course duration of B Ed programme was extended to two years. School internship period for the B Ed students also was extended to 20 weeks which previously ranged from six to seven weeks. NCTE also provided detailed guidelines for the school internship of B Ed students in the year 2016. Roles and responsibilities of each and every partner in the teacher education programme were clearly delineated. Two important players in the school internship programme for the student teacher are the mentor teacher in the school and the supervising teacher in the institute of teacher education. The paper attempts to explain what are the important roles assigned to the mentor teachers and the supervising teachers by the NCTE and how and to what extend these roles are played by them. Data has been collected from the teacher educators who act as faculty supervisors during school internship of B Ed students of various institutions of teacher education under Kannur Univeristy of Kerala state. [This paper was published in &quot;Edutracks&quot; v18 n9 p26-33 May 2019.]
SLDS Issue Brief: Implementing a Research Agenda
Author: National Center for Education Statistics (ED)
Date: 2016-11-00
Type: Guides - Non-Classroom
Subjects: Educational Research,Longitudinal Studies,State Programs,Research Projects,Program Implementation,Position Papers,Strategic Planning,Communication (Thought Transfer),Sustainability

Research agendas help statewide longitudinal data system (SLDS) teams and their states align SLDS work with state strategic goals and policy priorities, plan and prioritize research projects, and respond to data requests from researchers. This brief describes key steps and considerations for communicating and carrying out a research agenda that an SLDS can support, including (1) developing a vision for successfully implementing the agenda; (2) making the vision a reality by identifying and prioritizing strategies to address implementation challenges; (3) creating an action plan for implementation; and (4) communicating with research agenda stakeholders. The brief also discusses how to ensure that the research agenda is sustainable over time. The guidance in this brief is intended for states that have already developed a research agenda but have not taken steps to implement it. [This brief is a product of the Institute of Education Sciences (IES) Statewide Longitudinal Data System (SLDS) Grant Program. Contributors include Kathy Gosa and Carla Howe.]
Washington State Board of Education Strategic Plan, 2019-2023
Author: Washington State Board of Education
Date: 2018-11-08
Type: Reports - Descriptive
Subjects: Statewide Planning,Strategic Planning,Educational Planning,Elementary Secondary Education,State Boards of Education,Educational Policy,Equal Education,Individualized Instruction,Educational Indicators,Access to Education,Educational Quality,Well Being,Educational Environment,Educational Attainment,Educational Equity (Finance),Accountability,Leadership,Governance,Competency Based Education,College Readiness,Career Readiness

The Washington State Board of Education (SBE) provides oversight of the Washington K-12 education system to ensure that all students have the opportunity to gain the knowledge and skills they need to be become lifelong learners, take advantage of their choice of post-secondary training and education, support themselves and their families, live satisfying, healthy and productive lives, and exercise their civic responsibilities. The Washington State Board of Education envisions an education system where students are engaged in personalized education pathways that prepare them for civic engagement, careers, postsecondary education, and lifelong learning. This strategic plan lays out a set of goals and priorities to realize this vision.
SLDS Issue Brief: Addressing Teacher Labor and Teacher Quality Questions
Author: National Center for Education Statistics (ED)
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Unions,Labor Market,Teachers,Data Collection,Data Analysis,Data Use,Teacher Characteristics,Teacher Placement,Beginning Teachers,Geographic Location,Rural Schools,Urban Schools,Poverty,Teacher Persistence,Teacher Supply and Demand,Teacher Certification,Teacher Competencies,Teacher Salaries,Elementary Secondary Education

State and local education agencies across the country face challenges related to understanding and managing their teaching staff to best help students learn. Statewide longitudinal data systems (SLDSs) offer valuable information about teacher labor markets that can be used to analyze supply and demand, inform budget and staffing decisions, and recruit qualified teachers in critical subject areas. Many states have started to combine data from local and state staff information systems as well as postsecondary educator preparation programs to gain greater insight into the qualifications and placement of their teachers. This brief describes three of the most common questions about teacher labor markets that state education agencies seek to answer with SLDS data. It also provides examples of how states are gathering, reporting, and using teacher labor market information. [Contributions to this report were made by Marsha Lewis, Jay Pennington, Shannon Stackhouse, Angie Tombari, Corey Chatis, Carla Howe, and Kathy Gosa.]
Buddhism and Education in Thai Society
Author: Arunsutalangkarn, Phrakru
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Buddhism,Religion,Religious Factors,Cultural Influences,Asian History,Institutional Role,Role of Religion,Access to Education

Historically speaking, Buddhism has made a deep impact upon the Thai society from as early as the Sukhothai period (1238-1378 C.E.) on. Thais, both men and women, accepted Buddhism as a way of life, which was interwoven with their lives from birth to death. Throughout the Thai countryside Buddhist monasteries have been, and even at present continue to be, centers of the Thai villagers' life and a place where many activities are carried out all year round. The monks residing in the village monasteries have been the spiritual leaders of the people and have elicited worship and respect from the laymen in general. The people regard the monastery as belonging to them all; it is felt to be the common property of the supportive villagers. The monastery is therefore a unifying center which functions as an integrating and binding part of the Thai society as a whole. Buddhist monasteries have also been centers of education and have actively performed the role of providing education for the public until now. This article discusses the role of Buddhist monasteries as educational institutions in the context of an ever changing educational landscape, since the government took the responsibility for mass education in the reign of King Chulalongkorn, Rama V (1853-1910). It concludes that the state ever since has not been able to provide equal opportunity for education to all people and the monastery is still viewed as the last resort to obtain schooling for those who are less fortunate, especially those living in the poverty- stricken rural areas.
Spanish Use in the English Classroom: A Study of Dominican Students in an English-Only Environment
Author: Lopez Diaz, Alexander
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,Immersion Programs,College Students,Language of Instruction,Language Usage,Spanish,English (Second Language),Second Language Learning,Native Language,Code Switching (Language)

The native language use in the target language classroom has recently gained the attention of second language acquisition research. This study analyzes such issue in the context of Dominican university students, ranging from 18 to 35 years old, studying in an English immersion program, who have been speaking their native language, namely, Spanish too often in their classrooms. This research focuses on identifying the causes for students to use their native language in the class, and their attitude towards both, Spanish and English, by implementing a survey to 37 of these students. To better understand the problem and create potential strategies to address it, firstly, literature has been visited by presenting relevant research related to second language learning and acquisition. Secondly, the methodology is explained so that the research context can be more readily understood. Subsequently, results from surveys are analyzed in the light of current second language acquisition research. As a conclusion, this study revealed that students use their native language primarily when prompted by their partners, when in need of clarification, when unable to understand a concept, and overwhelmingly as a means to making oneself clear. The teaching implications of these findings are also discussed in the end.
The Perception of Female Saudi English Students of the Relative Value of Writing Feedback through ?Conferencing
Author: Alrezqi, Wafa'a Mueed
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Feedback (Response),Conferences (Gatherings),Student Attitudes,Teacher Student Relationship,Cooperation,Females,College Students,English (Second Language),Majors (Students),Writing Skills,Academic Language,Second Language Instruction,Teacher Role

The present study focuses on feedback-based writing conferences (FBWCs) that involve feedback sessions with the teacher in a more dialogic and collaborative atmosphere to respond to students' writing. The rationale behind eliciting students' views and preferences regarding one-on-one and group FBWCs stems from the importance of fostering effective collaboration between students and their teachers using the learners' preferred approaches of critical and constructive discussions. Three research questions were developed to guide the mixed methods study, which focused on students' perceptions, their preferences concerning individual or group FBWCs, and their suggestions for better implementation of FBWCs in foundational academic writing courses. The study's participants were 77 first-year female university students majoring in English. All the students responded to an online survey, and nine of them voluntarily participated in semi-structured interviews. Statistical analyses of quantitative data were performed by SPSS, using a descriptive analysis approach in addition to using paired &quot;t tests.&quot; A thematic analysis approach was used to analyse qualitative data. Findings revealed students' satisfactions with, and their positive views about, the usefulness of FBWCs for their academic writing development. The students' responses indicated no significant differences between their preferences for individual or group FBWCs; however, students emphasized their needs for adequate and meaningful feedback in collaborative and motivating environments. The results identified implications for EFL teaching, namely, that teachers should play facilitating and guiding roles during individual and group FBWCs, given that students expressed preferences for the teacher's feedback over peer- and self-evaluation.
A Validation Framework for Science Learning Progression Research
Author: Jin, Hui
Date: 2019-00-00
Type: Reports - Research
Subjects: Sequential Approach,Educational Research,Science Education,Validity,Evidence,Scoring,Generalization,Student Evaluation,Test Interpretation,Test Use

This article provides a validation framework for research on the development and use of science Learning Progressions (LPs). The framework describes how evidence from various sources can be used to establish an interpretive argument and a validity argument at five stages of LP research--development, scoring, generalisation, extrapolation, and use. The interpretation argument contains the interpretation (i.e. the LP and conclusions about students' proficiency generated based on the LP) and the use of the LP. The validity argument specifies how the evidence from various sources supports the interpretation and the use of the LP. Examples from our prior and current research are used to illustrate the validation activities and analyses that can be conducted at each of the five stages. When conducting an LP study, researchers may use one or more validation activities or analyses that are theoretically necessary and practically applicable in their specific research contexts. [This is the online version of an article published in the &quot;International Journal of Science Education.&quot;]
Going Back to College: Undergraduates Who Already Held a Postsecondary Credential. Data Point. NCES 2019-431
Author: Hinz, Serena E.
Date: 2019-05-00
Type: Reports - Research
Subjects: Undergraduate Students,Educational Attainment,Academic Degrees,Educational Certificates,Intellectual Disciplines

This Data Point presents the percentage of undergraduates who already held a postsecondary certificate or degree while enrolled in 2015-16 and examines the current field of study among those who held a bachelor's or higher degree. All estimates are disaggregated by students' current type of degree program. The Data Point is based on data from the 2015-16 National Postsecondary Student Aid Study (NPSAS:16), which surveyed a nationally representative sample of all undergraduates enrolled in Title IV eligible postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico any time between July 1, 2015, and June 30, 2016. [For the &quot;2015-16 National Postsecondary Student Aid Study (NPSAS:16),&quot; see ED580387.]
P-20W+ Data Governance: Tips from the States. SLDS Best Practices Brief 4. Updated
Author: National Center for Education Statistics (ED)
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Data,Governance,Information Management,Information Security,Best Practices,Agency Cooperation,Program Implementation,State Legislation,Shared Resources and Services,State Agencies,Policy Formation,Committees,Models

In general, data governance refers to the overall management of the availability, usability, integrity, quality, and security of data. A sound data governance program includes a governing body or council, a definition and allocation of authority, a defined set of procedures, and a plan to execute those procedures. This brief offers best practices for establishing and maintaining a P-20W+ data governance structure. It includes examples from states with experience setting up P-20W+ data governance. [This brief is a product of the Institute of Education Sciences (IES) Statewide Longitudinal Data Systems (SLDS) Grant Program.]
It Takes a System: Redesigning a District for Equity and Excellence--Denver, Colorado. School System 20/20. Executive Summary
Author: Education Resource Strategies
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Public Schools,School Districts,Educational Improvement,Educational Quality,Case Studies,Alignment (Education),Academic Achievement,School Turnaround,Educational Change,Educational Environment,Teacher Improvement,Charter Schools,Teacher Recruitment,Leadership,Human Capital,Student Characteristics,Student Development,Accountability,Educational Innovation,Educational Resources,Institutional Characteristics,Financial Support,Community Involvement,Change Strategies,Educational Finance,Academic Standards

The Education Resource Strategies (ERS) School System 20/20 is a framework to guide district transformation so that every school succeeds for every student because of the system--not in spite of it. This summary presents highlights from a case study that uses the framework School System 20/20 to examine how Denver Public Schools is transforming its policies and structures to better align resources with student and teacher needs. [For the full report, &quot;It Takes a System: Redesigning a District for Equity and Excellence--Denver, Colorado. School System 20/20,&quot; see ED593425.]
Positive School Climate as a Moderator of Violence Exposure for Colombian Adolescents
Author: Gaias, Larissa M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Environment,Violence,Adolescents,Adolescent Development,Urban Areas,Behavior Problems,School Safety,Student School Relationship,Conflict,Weapons,Victims,Environmental Influences,Experience,Correlation,Competence,Student Attitudes

In Colombia, many adolescents have experienced violence related to the decades-long armed conflict in the country and have witnessed or been directly victimized by violence in their communities, often related to gang activity or drug trafficking. Exposure to violence, both political and community violence, has detrimental implications for adolescent development. This study used data from 1,856 Colombian adolescents in an urban setting. We aim to understand the relations between exposure to violence and adolescent outcomes, both externalizing behaviors and developmental competence, and then to understand whether school climate (i.e., safety, connectedness, services) moderates these relations. Results demonstrate that armed conflict, community violence victimization, and witnessing community violence are positively associated with externalizing behaviors, but only armed conflict is negatively associated with developmental competence. School safety, connectedness, and services moderate the relation between community violence witnessing and externalizing behaviors. School services moderates the relation between community violence victimization and developmental competence. As students perceived more positive school climate, the effects of community violence exposure on outcomes were weakened. This study identifies potential levers for intervention regarding how schools can better support violence-affected youth through enhancements to school safety, connectedness, and services. [This paper was published in &quot;American Journal of Community Psychology&quot; v63 p17-31 2019.]