ethanporcaro/eric-fulltext-meta huggingface dataset:
Global Perspectives on Recognising Non-Formal and Informal Learning: Why Recognition Matters. Technical and Vocational Education and Training: Issues, Concerns and Prospects. Volume 21
Author: Singh, Madhu
Date: 2015-00-00
Type: Reports - Research
Subjects: Nonformal Education,Informal Education,Vocational Education,Global Approach,Relevance (Education),Recognition (Achievement),Accreditation (Institutions),Strategic Planning,Educational Policy,Educational Objectives,Best Practices,Change Strategies,Barriers,Lifelong Learning,Holistic Approach,Behavioral Objectives,Qualifications,Models,Comparative Analysis,Comparative Education,Workplace Learning,Role of Education,Stakeholders,Educational Quality,Knowledge Management,Foreign Countries

This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA's strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is paid to the analysis of institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; the role played by RVA in education, working life, voluntary work and social inclusion; and the interests and motivations of all stakeholders, as well as the importance of their cooperation and acceptance. The overall aim of this book is to share experience, expertise and lessons learned concerning RVA of non-formal and informal learning across UNESCO Member States. Global Perspectives on Recognising Non-formal and Informal Learning: Why Recognition Matters addresses issues that will be of interest to a wide audience of education policymakers, researchers and practitioners as they seek out ways of reengineering education for change in order to improve the relevance, effectiveness and quality of learning. Author and subject indexes are included.
Learning Families: Intergenerational Approach to Literacy Teaching and Learning
Author: Hanemann, Ulrike, Ed.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Intergenerational Programs,Teaching Methods,Lifelong Learning,Family Literacy,Family Programs,Case Studies,National Programs,Home Study,Integrated Activities,Reading Programs,Training,Delivery Systems,Empowerment,Correctional Education,Cooperative Education,Profiles,Program Descriptions,Andragogy,Foreign Countries

Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the universal importance of involving families in literacy programmes in order to establish closer links between schools, families and communities, reflecting an expanded vision of literacy as a lifelong learning process. [The editors acknowledge the contributions of the following people for their support in developing case studies: Alena Oberlerchner, Andrea Díaz Hernández, Anne Darmer, Ayda Hagh Talab, Bo Zhao, Julian Kosh, Justin Jimenez, Kwaku Gyening Owusu, Laura Fox, Lingwei Shao, Mahmoud Elsayed, Mariana Simoes, Medaldo Runhare, Michelle Viljoen, Mihika Shah-Wundenberg, Mika Hama, Moussa Gadio, Nisrine Mussaileb, Rouven Adomat, Ruth Zannis, Sarah Marshall, Seara Moon, Shaima Muhammad, Stephanie Harvey, Thomas Day, Ulrike Schmidt, and Unai Arteaga Taberna.]
Longitudinal Associations between Externalizing Problems and Student-Teacher Relationship Quality for Young Children with ASD
Author: Eisenhower, Abbey S.
Date: 2015-01-00
Type: Journal Articles
Subjects: Correlation,Behavior Problems,Teacher Student Relationship,Autism,Pervasive Developmental Disorders,Young Children,Cognitive Ability,Intellectual Disability,Intervention,At Risk Students,Observation,Interaction,Play,Statistical Analysis,Surveys

The associations between student-teacher relationship (STR) quality and externalizing behavior problems in school were examined among 166 children with ASD (82% boys, ages 4-7 years) across three assessments over a 1.5-year period; IQs in the sample range from 50 to 139 (M = 88.7). Unlike other non-ASD populations, the association between STR quality and externalizing problems was not transactional; instead, cross-lagged panel analyses supported a child-driven pathway whereby early teacher-reported behavior problems led to poorer relationship quality over time. Higher externalizing problems predicted increased student-teacher conflict from fall to spring of the same school year and predicted increased student-teacher conflict and decreased student-teacher closeness in the subsequent school year. Child behavior problems appear to drive changes in children's relationships with teachers that follow them across multiple teachers and classroom contexts. The association between early student-teacher relationship quality and subsequent externalizing problems was not moderated by cognitive ability or intellectual disability status. Findings suggest that interventions targeting early disruptive behavior problems may indirectly improve children's school relationships over time.
Examining Current and Proposed Home Language Surveys in California in Relation to Initial English Language Proficiency Assessment Results: An Exploratory Study
Author: Haas, Eric
Date: 2015-12-00
Type: Reports - Research
Subjects: Parent Surveys,State Surveys,English Language Learners,Language Tests,Language Proficiency,Research Methodology,Discovery Processes,Multilingualism,Kindergarten,Elementary School Students,Scores,Classification,Language Usage,Accuracy,Predictor Variables

The purpose of this exploratory study was to examine the extent to which a proposed home language survey in California could better identify possible English learner and multilingual students than the current home language survey. The responses to a proposed and current survey were examined for students registering for kindergarten through grade six for 2015/16 in 15 California schools. The responses on the two surveys were then compared to the students' scores on the initial California English language proficiency assessment. Results indicate that on both the current and proposed surveys, nearly all students identified as potential English learners scored below the standard for English proficiency on the initial English language proficiency assessment. Scoring below the standard for English proficiency would designate these students as English learners who would receive specialized language support services. The proposed survey also identified up to 14 percent more students as potential English learners than the current survey. Further, the proposed survey identified nearly 40 percent of the potential English learner students as potential multilingual learners compared to 6 percent of the potential English learner students by the current survey. Results show that the proposed survey provided a more extensive and detailed description of students who are exposed to non-English languages. Additional research may be able to determine whether the additional description provided by the proposed survey could lead to more precise determinations of which students should be designated as English learners and which should be designated as students who are fluent in English as well as one or more other languages. The following are appended: (1) Analytic samples and methodology; (2) Additional findings; and (3) Spanish-language version of the proposed home language survey questions.
Taking Evidence-Based Practices to School: Using Expert Opinion to Develop a Brief, Evidence-Informed School-Based Mental Health Intervention
Author: Lyon, Aaron R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Expertise,Opinions,Mental Health Programs,Intervention,Qualitative Research,Semi Structured Interviews,Decision Making,Outcomes of Treatment,Health Services,Response to Intervention,Learner Engagement,Educational Benefits,Feedback (Response),Alignment (Education),High School Students,Allied Health Personnel

School-based mental health services offer unparalleled opportunities for providing accessible care to children and adolescents. Research indicates that services available in schools are rarely based on evidence of effectiveness and are typically disconnected from the larger school context. To address these issues, the current paper presents initial studies to inform the development of a brief, evidence-based, flexible mental health intervention that fits the school context while maintaining clear structure. Results from two qualitative research studies--key informant interviews with school mental health experts and a nominal group decision-making process with stakeholders--are presented, both of which were aimed at informing intervention development and testing assumptions about how best to design an effective, context-specific mental health intervention that can be flexibly applied in educational settings. An explicit focus on educational outcomes within the context of mental health service delivery was identified as a key component of this integration. The paper concludes with a discussion of how this research has influenced the ongoing development of the intervention protocol, exemplifying a collaborative and iterative approach to developing school-based programmes. [This paper was published in &quot;Advances in School Mental Health Promotion&quot; v7 n1 p42-61 2014 (EJ1088394).]
The Evolution and Impact of Literacy Campaigns and Programmes, 2000-2014. UIL Research Series: No. 1
Author: Hanemann, Ulrike
Date: 2015-00-00
Type: Reports - Research
Subjects: Consciousness Raising,Publicity,Adult Literacy,Global Approach,Trend Analysis,Case Studies,Performance Factors,Program Effectiveness,Program Evaluation,Program Length,Incidence,Outreach Programs,Program Costs,Financial Support,Educational Policy,Educational Legislation,Strategic Planning,Community Coordination,Political Influences,Advocacy,Ideology,Partnerships in Education,Governance,Accountability,Delivery Systems,Inclusion,Equal Education,Recruitment,Training Methods,Educational Methods,Sustainability,Educational Practices,Program Content,Educational Quality,Foreign Countries

The paper analyses the status and characteristics of adult literacy campaigns and programmes since 2000. Global trends are analysed in terms of the ten key aspects of the suggested framework for successful literacy campaigns and programmes. Four case studies on major literacy campaigns in Brazil, India, South Africa and Indonesia are used to expand on these global trends in greater depth, particularly with regard to their specific features, challenges, success factors and results. While campaigns have created fresh momentum to mobilize for literacy, most large-scale campaigns have set overly ambitious targets and underestimated the complexity of the task. The continuity of learning processes for newly literates and the integration of short-duration campaigns into national learning systems are major concerns. Future strategy should promote literacy as part of lifelong learning after 2015. Supplemental tables (Progress in adult literacy in countries with major campaigns, 2000-2011 and Progress in terms of gender equity in adult literacy) are appended. [The current study was commissioned by UNESCO in 2014 as a background paper for the 2015 Education for All Global Monitoring Report, specifically to inform the chapter on adult literacy.]
The Role of Social Evaluation in Influencing Public Speaking Anxiety of English Foreign Language Learners at Omar Al-Mukhtar University
Author: Elmenfi, Fadil
Date: 2016-02-00
Type: Reports - Research
Subjects: Foreign Countries,Anxiety,English (Second Language),Second Language Learning,College Students,Statistical Analysis,Public Speaking,Language Skills,Oral Language,Gender Differences,Pronunciation,Social Attitudes,Questionnaires,Correlation,Social Influences

This study investigates the effect of social evaluation on Public Speaking Anxiety of English foreign language learners at Omar Al-Mukhtar University in Libya. A random sample of 111 students was used in the study. To analyse the collected data, means, standard deviations, a three-way ANOVA analysis, and the correlation coefficients were used with social evaluation as the dependent variable and Public Speaking Anxiety as the independent variable. The findings show that social evaluation is a very significant aspect and is an important contributor to Public Speaking Anxiety of English foreign language learners at Omar Al-Mukhtar University.
Stress and Coping in Higher Education: A Case Study of a Haitian American Woman Administrator
Author: Wolfgang, Jeff Drayton
Date: 2015-00-00
Type: Reports - Research
Subjects: Stress Variables,Stress Management,Coping,Higher Education,Administrators,Females,Blacks,Resilience (Psychology),Case Studies,Immigrants,Work Ethic,Data Analysis,Semi Structured Interviews,Social Theories

The authors applied Relational-Cultural Theory (RCT) to conduct a case study of an Afro-Caribbean woman administrator to explore her perceptions of stress and coping in higher education. While much has been written about the challenges facing Black faculty and students, this study focused on the experiences of a Black woman administrator in a predominantly White higher education institution. Findings suggest that resilience and coping for this Black woman administrator are reflected in her acts of resistance to combat the effects of systemic oppression.
Poverty in Education
Author: Greever, Sadie
Date: 2014-04-00
Type: Information Analyses
Subjects: Literature Reviews,Poverty,Student Behavior,Academic Achievement,Role of Education,Mental Health,Physical Health,Low Achievement,Crime,Violence,Adolescents,Stress Variables,Delinquency,Civil Rights,Student Needs,Educational Strategies,Student Centered Learning,Truancy

The purpose of this literature review is to provide a comprehensive summary of the topic of poverty and its effects upon student behavior and academic performance. Presented in this chapter of the review of the related literature will be: (a) description of poverty and the role of education, (b) effects of poverty on student behavior, (c) effects of poverty on student performance, (d) pedagogical implications for teachers of students in poverty, and (e) summary.
Using Reading Circles Strategy for Developing Preparatory Students' Critical Reading Skills and Social Skills
Author: Abdelrasoul, Mohamed Mahmoud Ibrahim
Date: 2014-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Foreign Countries,Elementary School Students,Reading Skills,English (Second Language),Interpretive Skills,Communication Skills,Critical Reading,Reading Strategies,Questionnaires,Statistical Significance,Reading Tests,Pretests Posttests,Scores,Reading Improvement,Skill Development,Research Methodology,Hypothesis Testing

The present study aimed at developing the necessary critical reading skills and social skills of the Egyptian EFL second year preparatory school students, through a proposed program based on using reading circles strategy. The study participants were 44 students from Sohag Experimental Preparatory School in Sohag Governorate. Instruments of the study included: A social skills questionnaire (SSQ), a pre-/post critical reading skills test (CRST), reading circles role sheets, and reflection sheets. The study results revealed that there was statistically significant difference at 0.01 level between the mean scores of the study group in the critical reading skills in the pre and post test in favor of the post administration. There was also statistically significant difference at 0.01 level between the mean scores of the study group in the pre and post-administrations of the social skills questionnaire in favor of the post-administration. The data showed that the use of reading circles strategy increased students' critical reading skills and social skills. Students mentioned that they learned how to summarize topics in few sentences. They acquired the following skills: (1) looking up words in a dictionary, (2) differentiating between a fact and an opinion, (3) expecting, the topic of a passage or a story, (4) making connections between the stories they read and similar incidents they knew about; and (5) working in groups. Moreover, they enjoyed drawing pictures of the lessons and stories. Appended are: (1) Sample of the meetings with parents; (2) The pilot study; (3) Program assessment instruments; (4) Administrative forms; (5) The Program; and (6) Samples of students' work sessions.
Every Child a Writer Program Evaluation 2014
Author: Rochester, Paul M.
Date: 2014-00-00
Type: Reports - Research
Subjects: Writing Instruction,Program Evaluation,Models,Literary Genres,Cohort Analysis,Writing Evaluation,Writing Tests,State Standards,Standardized Tests,Statistical Significance,Writing Achievement,Writing Processes,Performance Based Assessment,Statistical Analysis

Every Child a Writer is a genre-based model of writing instruction promoted by the National Literacy Coalition. This paper reports on Colorado schools implementing the model. Statistical analyses of achievement patterns in implementing schools were compared to statewide achievement results. A student cohort design across multiple years was employed in the analysis.
Effects of the Scientific Argumentation Based Learning Process on Teaching the Unit of Cell Division and Inheritance to Eighth Grade Students
Author: Balci, Ceyda
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Grade 8,Persuasive Discourse,Science Achievement,Genetics,Cytology,Scientific Principles,Student Attitudes,Pretests Posttests,Control Groups,Experimental Groups,Achievement Tests,Knowledge Level,Surveys,Attitude Measures,Statistical Analysis,Foreign Countries,Secondary School Students,Conventional Instruction,Likert Scales,Teaching Methods

The aim of this study is to analyse the effects of scientific argumentation based learning process on the eighth grade students' achievement in the unit of &quot;cell division and inheritance&quot;. It also deals with the effects of this process on their comprehension about the nature of scientific knowledge, their willingness to take part in discussions and their attitude towards the course of science and technology. The study employed the design of pretest-post test matched control group design which is part of semi-experimental design techniques. The participants of the study were 77 students, 38 of whom were in the experiment group and 39 of whom in the control group. The data of the study were collected using four tools: achievement test for the unit of cell division and inheritance, the nature of scientific knowledge scale, argumentation survey and the science and technology course attitude scale. All data collection tools were administered to experiment and control groups as pre- and post test. The data collected were analysed through t-test and ANCOVA (covariance analysis). The findings indicated that academic achievement, comprehension, willingness to discuss and the attitudes towards the course of science and technology of experiment students were significantly better than those of control students at the end of the implementation.
Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program
Author: McKeown, Tammy R.
Date: 2016-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Secondary School Teachers,Science Teachers,Science Instruction,Secondary School Science,Science Process Skills,Professional Development,Teacher Effectiveness,Self Efficacy,Pedagogical Content Knowledge,Knowledge Level,Summer Science Programs,Instructional Design,Inquiry,Pretests Posttests,Achievement Gains,Instructional Effectiveness,Teacher Surveys,Attitude Measures,Statistical Analysis

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.
The Role of Higher Education in Promoting Lifelong Learning. UIL Publication Series on Lifelong Learning Policies and Strategies: No. 3
Author: Yang, Jin, Ed.
Date: 2015-00-00
Type: Collected Works - General
Subjects: Higher Education,Role of Education,Lifelong Learning,Educational Policy,Educational Strategies,Socioeconomic Influences,Program Implementation,Journal Articles,Access to Education,Adult Students,Global Approach,Best Practices,Research Reports,Barriers,Case Studies,Profiles,Educational Practices,Andragogy,Educational Innovation,Educational Philosophy,Educational Change,Foreign Countries

There is no doubt that universities have a vital role to play in promoting lifelong learning. This publication presents possible ways of expanding and transforming higher education to facilitate lifelong learning in different socio-economic contexts. Nine articles address the various dimensions of the role of higher education in promoting lifelong learning from a global perspective. The goal is to give the reader a better understanding of the theoretical frameworks and practical implementation of lifelong learning in higher education in different regions of the world. After a preface and introduction, the following articles are included: (1) Adult access to higher education: An international overview (Michael Osborne, Russell Rimmer, and Muir Houston); (2) From university lifelong learning to lifelong learning universities: Developing and implementing effective strategies (Francoise de Viron and Pat Davies); (3) The social efficiency of tertiary lifelong learning: Initial insights from a European research project (Karsten Kruger, Nestor Duch, Marti Parellada, Michael Osborne, Michele Mariani, and Laureano Jimenez); (4) Higher education in lifelong learning in South Africa (Shirley Walters); (5) Higher education and lifelong learning in Japan: Why is it so difficult to promote recurrent education? (Yukiko Sawano); (6) The role of universities in elder education: The experience of Shanghai and Shanghai Normal University (Minxuan Zhang and Jinjie Xu); (7) Lifelong learning in practice (Allie Clemans); (8) The parallel adult education system: A Danish contribution to lifelong learning at university level (Bjarne Wahlgren); and (9) From Marx to Market: Limitations of university-led &quot;collaboration&quot; in the Yangpu (Shanghai) Innovation Zone (Roger Boshier).