ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Science and Vocabulary Learning of English Language Learners. CREATE Brief
Author: August, Diane
Date: 2010-08-00
Type: Reports - Research
Subjects: English Language Learners,Vocabulary Development,Science Education,Science Achievement,Student Improvement,Language Proficiency,English (Second Language),Intervention,Instructional Effectiveness,Best Practices,Educational Research,Native Language,Role Perception,Educational Strategies,Educational Practices,Teaching Methods

This brief reviews previous research related to the development of science knowledge and academic language in English language learners as well as the role of English language proficiency, learning in a second language, and first language knowledge in science learning. It also describes two successful CREATE interventions that build academic and discipline-specific vocabulary and science knowledge in English language learners.
Australian Vocational Education and Training Statistics: Students &amp; Courses. 2013
Author: National Centre for Vocational Education Research
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Enrollment,Courses,Postsecondary Education,Credits,Transfer Students,Adult Students,Demography,Student Characteristics,Job Skills

This publication provides a summary of 2013 data relating to students, courses, qualifications, training providers and funding in Australia's publicly funded vocational education and training (VET) system. The Australian VET system provides training across a wide range of subject areas and is delivered through a variety of training institutions and enterprises (including to apprentices and trainees). The system provides training for students of all ages and backgrounds. Students have many options for training and may study individual subjects or full courses that lead to formal qualifications. Training takes place in classrooms, in the workplace, online and through other flexible delivery methods. Providers of vocational education and training in Australia include technical and further education (TAFE) institutes, universities, secondary schools, industry organisations, private enterprises, agricultural colleges, community education providers and other government providers. Funding is provided by the Australian Government, state and territory governments, industry bodies, employers and individual students, through fees. [The funding for this document was provided by the Australian Department of Industry.]
Response to Intervention and English Learners. CREATE Brief
Author: Echevarria, Jana
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Response to Intervention,English Language Learners,Learning Disabilities,Program Implementation,Teaching Methods,Educational Strategies,Evaluation Methods,Delivery Systems,Academic Standards,Supplementary Education,Best Practices,Language Acquisition,Educational Opportunities,Praxis,Student Experience,Elementary Secondary Education

Response to Intervention (RTI) has emerged as a method for providing early academic assistance to students with difficulty learning. This brief outlines the tiered structure of RTI and how it can be implemented as an effective technique for teaching English learners who are having difficulty making academic progress. It touches on methods of assessment and instructional considerations, and it guides educators in tailoring this technique to fit the needs of English learners.
Using the SIOP Model to Improve Middle School Science Instruction. CREATE Brief
Author: Himmel, Jennifer
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Middle Schools,Secondary School Science,Science Instruction,Instructional Improvement,Teaching Models,Educational Strategies,Demonstrations (Educational),Behavioral Objectives,Vocabulary Skills,Vocabulary Development,Interaction,Student Evaluation,Evaluation Methods,Educational Practices

This brief provides an overview of the SIOP Model and highlights how teachers can develop content and language objectives, emphasize key vocabulary, promote interaction, and incorporate effective review and assessment techniques within the context of middle school science. It provides research-based examples and strategies in order to illustrate how teachers can plan for the successful integration of content and language in science lessons.
Inservice Education at a Distance: A Rural Consortium in Alabama
Author: Addleton, Robert L.
Date: 1983-00-00
Type: Journal Articles
Subjects: Rural Schools,State Standards,Inservice Teacher Education,Faculty Development,College School Cooperation,College Faculty,Instructional Leadership,Consortia,Needs Assessment,Workshops,Delivery Systems,Elementary Secondary Education

The articles describes the efforts of seven rural systems in northeast Alabama to respond in a cooperative manner to new initiatives from the State Department of Education to improve their inservice/staff development programs. The University of Alabama, primarily through its Gadsden Center, provided professional support and coordinating assistance. The program is described in detail. To a degree, the program became s model for the development of shared service centers across the state that moved beyond staff development areas of school leadership.
New Standards for Excellence: Teacher Certification in Alabama. Introduction
Author: Watkins, Foster
Date: 1979-02-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Certification,Educational Improvement,Academic Standards,State Departments of Education

In the late 70s, the state of Alabama with coordinating leadership of the State Department of Education undertook an initiative to strengthen teacher preparation programs and the certification process' The College of Education of the University of Alabama was an active participant in the efforts. The author represented the university and wrote the introduction to a progress report for its quarterly journal
The Administrative Internship: Another Look in an Urban School Setting
Author: White, Edward L.
Date: 1980-00-00
Type: Reports - Descriptive
Subjects: Internship Programs,Urban Schools,Program Descriptions,Program Development,Program Implementation,Leadership Training,School Administration,Case Studies,Action Research,College School Cooperation,Partnerships in Education,Questionnaires,Interviews,Participant Satisfaction,Program Effectiveness,Program Evaluation

The article describes the development and implementation of an administrative internship program for selected teachers based upon their interest in and perceived potential for development in an administrative/leadership directions in the largest school system in Alabama. The system cooperated with the State Department of Education and the University of Alabama in the effort. The program was based primarily upon the NASSP Internship Program developed by Trump. The lead author conducted a case study/action research assessment of it as a doctoral dissertation during its sixth year of operations.
Connecting the Dots: Postsecondary's Role in Preparing K-12 Students
Author: Partnership for Assessment of Readiness for College and Careers (PARCC)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Elementary Secondary Education,College Role,College School Cooperation,State Standards,Language Arts,Literacy,Mathematics Education,English Instruction,College Readiness,College Preparation,Comprehensive Programs,Developmental Studies Programs,Alignment (Education),Educational Change,Educational Practices,Change Strategies,Teacher Education Programs,Faculty Development

For the first time in the nation's history 46 States and the District of Columbia have agreed that all K-12 students will be educated along a common continuum of high academic expectations known as the Common Core State Standards (CCSS). Having clear, consistent standards in English language arts/literacy and mathematics will help ensure that all students, regardless of zip code, graduate fully prepared to succeed in college, careers and life. This brief document provides an overview of postsecondary's role in preparing K-12 students. The document also offers a great amount of information about a variety of efforts and ways higher education institutions can contribute to K-12 efforts and collaborate with K-12 educators to help ensure students are prepared for successful entry into and experiences with higher education. [The following contributed both content and expertise to this report: Chad Colby, Deborah Grossman-Garber, Zakiya Lee, Karen Nicodemus, Callie Riley, and Debra Stuart.]
The Principal as Pygmalion: Executive Professional Leadership
Author: Watkins, J. Foster
Date: 1983-00-00
Type: Reports - Descriptive
Subjects: Principals,Educational Research,Leadership Effectiveness,Leadership,Leadership Qualities,School Administration,Governance,Educational Practices,Concept Formation

The authors link the educational research by Rosenthal and Jacobson (&quot;Pygmalion in the Classroom&quot;) with Livingston's (&quot;Pygmalion in Management&quot;) from the business arena in looking through concept of Executive Professional Leadership advanced by Gross and Herriott. The position is taken that the &quot;Principal can really be Pygmalion&quot; if his/her leadership efforts are influenced by these three research streams.
Organization for Administration in the Large Secondary School: Some Reflective Comments for Consideration
Author: Masterson, John
Date: 1978-00-00
Type: Reports - Descriptive
Subjects: Secondary Schools,School Administration,Instructional Leadership,Principals,Leadership Styles,Leadership Effectiveness,Participative Decision Making,Transformational Leadership,Administrative Organization

The article describes an approach used in organizing a large secondary school for leadership that emphasizes the importance of curriculum and instructional leadership. The lead author was the director of curriculum and instruction in the school. The principal utilized his position in linking the several organizational levels in the school in a &quot;linking pin&quot; manner. The approach was based upon a shared leadership/collaborative involvement model.
Measuring VET Participation by Socioeconomic Status: An Examination of the Robustness of ABS SEIFA Measures over Time. Occasional Paper
Author: Lim, Patrick
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Postsecondary Education,Student Participation,Measures (Individuals),Educational Change,Socioeconomic Status,Population Trends,Eligibility

At every five-yearly census, the Australian Bureau of Statistics (ABS) recalculates both the SEIFA (Socio-economic Indexes for Areas) indexes and also recalibrates the borders and sizes of the geographic areas from which these SEIFA measurements are derived. Further, over time, the composition of geographic areas may change, due to urban renewal or other factors. The National Centre for Vocational Education Research (NCVER) reports vocational education and training (VET) participation rates at least annually, and the question that arises is how well do the SEIFA indexes perform over the interim years, that is, between the releases of new census data. Of particular interest is the reporting of participation rates for the census years. In reporting the 2011 year, NCVER uses the 2006 census data, as the ABS does not release new SEIFA values until 18 months after each census. The focus of this paper is on VET participation rates; however, the methodology would be equally applicable to higher education or school participation. The approach used in this paper is that the 2006 and 2011 National VET Provider Collections have had the 2006 and 2011 SEIFA measures applied to each of them, along with the Australian populations at each time. Using these data, it was possible to determine VET participation rates (by age) as a proportion of the Australian population, using both the 2006 and 2011 census data. The SEIFA index used in this paper was the Index of Relative Disadvantage (IRSD). [Funding for this document was provided by the Australian Department of Industry.]
Improving Adaptive Learning Technology through the Use of Response Times
Author: Mettler, Everett
Date: 2011-07-00
Type: Speeches/Meeting Papers
Subjects: Reaction Time,Accuracy,Cognitive Science,Grade 3,Elementary School Students,Online Courses,Multiplication,Mathematics Instruction,Control Groups,Experimental Groups,Comparative Analysis,Conventional Instruction,Educational Technology,Geography,Teaching Methods,Instructional Effectiveness,Sequential Approach,Sequential Learning,Undergraduate Students,Pretests Posttests,Feedback (Response),Training

Adaptive learning techniques have typically scheduled practice using learners' accuracy and item presentation history. We describe an adaptive learning system (Adaptive Response Time Based Sequencing--ARTS) that uses both accuracy and response time (RT) as direct inputs into sequencing. Response times are used to assess learning strength and to determine mastery, making both fluency and accuracy goals of learning. ARTS optimizes spacing by expanding item recurrence intervals as an inverse function of RT. In Experiment 1, we compared ARTS to Atkinson's (1972) Markov model system using geography learning and found substantially greater learning efficiency for ARTS. In Experiment 2, we deployed the system in a real learning setting. Third graders attending an online school mastered basic multiplication facts in about two hours using ARTS, outperforming a control group using standard instruction. These results suggest that response time-based adaptive learning has remarkable potential to enhance learning in many domains. [This paper was published in: L. Carlson, C. Hoelscher, &amp; T. Shipley (Eds.), &quot;Expanding the Space of Cognitive Science: Proceedings of the 33rd Annual Conference of the Cognitive Science Society&quot; (pp. 2532-2537). Austin, TX: Cognitive Science Society.]
An Undergraduate Course in Adult Development: When the Virtual Adult Is an Adult
Author: Williams, Robert B.
Date: 2014-10-17
Type: Reports - Research
Subjects: Adult Development,Psychology,Behavior,Undergraduate Students,Case Studies,Case Records,Coding,Courses

An aspect of an undergraduate psychology course on adult development was the preparation of case records on adults who consented to be studied. Participants (1) developed their abilities to observe and accurately record adult behavior across a variety of ages and contexts; (2) withheld judgments about behavior when evidence was lacking; (3) substantiated statements about behavior with evidence; (4) sought the meaningfulness and/or function of behavior; (5) gained knowledge and appreciation of what adults are up against at different ages and stages of the lifespan; (6) came to understand the developmental tasks of adults at various ages; and (7) became aware of the different views of human behavior. An appendix presents a case study guide and review form.
Evaluation of the University of Dammam's Compliance with NCAAA Standards of Field Experience and Its Impact on Satisfaction
Author: AlThukair, Danah Khalid
Date: 2014-11-15
Type: Reports - Research
Subjects: Foreign Countries,Universities,Accreditation (Institutions),Educational Assessment,Medical Education,Medical Schools,Internship Programs,Educational Improvement,Information Technology,Health Education,Physical Therapy,College Students,Student Attitudes,Supervisors,Alumni,Questionnaires,Likert Scales,Interviews,Qualitative Research,Statistical Analysis,Comparative Analysis,Satisfaction,Standards

This paper reviews two training and internship programs of the College of Applied Medical Science in Saudi Arabia against the standards of the National Commission for Academic Accreditation and Assessment (NCAAA) to see how well the programs come in their quest for accreditation. Disclosures by students, interns, alumni, coordinators, and supervisors of the Health Information Management and Technology (HIMT) and Physical Therapy (PT) programs reveal the programs successfully meet accreditation requirements, except in two areas: (1) bringing students and interns together to reflect about their experiences and assess the environment of hospitals to protect their safety and (2) coordinating and communicating by coordinators with supervisors at the hospitals. The HIMT program adheres to standards and satisfies its users more than the PT program does. The gap between their results points out deficiencies that need to be satisfied in order to allow the programs to meet NCAAA requirements for accreditation. This study can be used to help narrow that gap. Included are appendices: (A) Standards of Field Work Activities Of NCAAA; (B) Training/Internship Questionnaire; (C) Interview Guide Questions; (D) Informed Consents (Students, Supervisors, Coordinators); (E) Analysis Results (Questionnaire); and (F) Analysis Results (Interviews).
A Study of the Views of Information Technologies Teachers Regarding In-Service Training
Author: Arslan, Halit
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Information Technology,Teacher Attitudes,Inservice Teacher Education,Statistical Analysis,Questionnaires,Teacher Surveys,Gender Differences,Age Differences,Status,Individual Development,Faculty Development

Today, the means of following the developments in the area of science and technology is to keep up with the pace of the advancements in this area. As is in every profession, apart from their personal efforts, the training of teachers in the period after they start their careers is only possible through in-service training. The aim of the present study is to determine the views of Information Technologies (IT) teachers regarding the in-service training courses organized by the Ministry of National Education. In this study, in which quantitative research methods and techniques were employed, the views of 196 IT teachers were collected by using the &quot;Views on In-service Training&quot; questionnaire developed by the authors of the paper. Independent groups t-test was used to determine whether the views of IT teachers regarding in-service training differed depending on gender, age and professional seniority. One-way analysis of variance (ANOVA) was used to investigate whether the views of IT teachers regarding in-service training differed depending on the number of in-service training courses they joined and the type of inservice training course they wanted to take. According to the findings obtained in the study, the views of IT teachers on in-service training did not show a significant difference depending on gender and age, whereas those views differed depending on professional seniority, the number of in-service training courses they joined and the type of inservice training course they wanted to take.
Analysis of Secondary School Students' Perceptions about Information Technologies through a Word Association Test
Author: Eren, Fetah
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Information Technology,Associative Learning,Tests,Cognitive Structures,Concept Mapping,Computers,Internet,Computer Mediated Communication,Qualitative Research,Phenomenology

The aim of this study is to discover secondary school students' perceptions related to information technologies and the connections between concepts in their cognitive structures. A word association test consisting of six concepts related to information technologies is used to collect data from 244 secondary school students. Concept maps that present students' cognitive structures are drawn with the help of frequency data. Data are analyzed and interpreted according to the connections obtained as a result of the concept maps. It is determined students associate most with these concepts--computer, Internet, and communication of the given concepts, and associate least with these concepts--computer-assisted education and information technologies. These results show the concepts, Internet, communication, and computer, are an important part of students' cognitive structures. In addition, students mostly answer computer, phone, game, Internet and Facebook as the key concepts. These answers show students regard information technologies as a means for entertainment and free time activity, not as a means for education.
Designing an Online Case-Based Library for Technology Integration in Teacher Education
Author: Hebebci, Mustafa Tevfik
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Web Sites,Technology Integration,Internet,Instructional Design,Case Studies,Preservice Teachers,Usability,Evaluation,Testing,Statistical Analysis,Teacher Education

The purpose of this paper is to introduce an interactive online case-study library website developed in a national project. The design goal of the website is to provide interactive, enhanced, case-based and online educational resource for educators through the purpose and within the scope of a national project. The ADDIE instructional design model was used in the development of the website for interactive case-based library. This library is developed on a web-based platform, which is important in terms of manageability, accessibility, and updateability of data. Users are able to sort the displayed case-studies by their titles, dates, ratings, view counts, etc. The usability test is used and the expert opinion is taken for the evaluation of the website. This website is a tool to integrate technology into education. It is believed that this website will be beneficial for pre-service and in-service teachers in terms of their professional developments.
Visual Materials, Staging, and the Internet in Literature Classrooms
Author: Arikan, Arda
Date: 2014-00-00
Type: Reports - Research
Subjects: Visual Aids,Internet,English Literature,English (Second Language),English Instruction,Lesson Plans,Preservice Teacher Education,Student Teacher Attitudes,Learning Activities,Classroom Techniques,Task Analysis,Teaching Methods,Educational Practices,Educational Strategies,Victorian Literature,Protocol Materials,Literary Styles

The aim of this paper is to show, through applicable activities; how the use of visuals can alter the way we teach literature in English as a foreign language classrooms. I designed a syllabus for the course titled &quot;Introduction to British Literature I and II&quot; in which visual materials were used to teach some major literary terms and movements. Two main data sources; the instructor&apos;s memos and prospective teachers&apos; opinions of these activities were collected for this research study. Fashioned so as to build a more interactive literature classroom, the syllabus was realized with second year pre-service 22 ELT teachers and the findings suggest that using visual materials in literature classrooms can energize and motivate prospective teachers, energize the classroom interaction, bring greater motivation, and nurture students&apos; need to concretize some of the abstract notions they studied. In this paper, descriptions of the tasks are given followed by the opinions of the students on these activities.
A Study of Two English Language Coursebooks in Turkey: Focus on Multiple Intelligences
Author: Arikan, Arda
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Textbooks,Multiple Intelligences,Check Lists,Elementary Education,Learning Activities,Interrater Reliability

This study aims to analyze two coursebooks, namely, &quot;Texture of English 4&quot; and &quot;My English 5&quot; on the basis of to what extent the activities and tasks included reflect the intelligent types proposed by multiple intelligences theory. Taking the general characteristics of the intelligences into account, a checklist has been designed and the activities in those two coursebooks were categorized according to the checklist prepared. It is found that although both coursebooks represent different intelligence types and at varying degrees, verbal/linguistic intelligence is the predominant one while the naturalist intelligence is represented the least. Results also showed that there is not any example of existential intelligence.