ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Development, Organizational Climate, Supervisory Rapport and Overall Satisfaction of Employees: An Attitudinal Study
Author: Asio, J. M. R.
Date: 2020-04-00
Type: Journal Articles
Subjects: Organizational Climate,Job Satisfaction,Employee Attitudes,Supervisor Supervisee Relationship,Foreign Countries,Professional Development,Higher Education,College Faculty,College Administration,Correlation,Work Environment,Participant Characteristics

This study aimed to analyze the professional development, organizational climate, supervisory rapport, and overall satisfaction of employees from a local higher education institution in Central Luzon, Philippines. This study made use of a descriptive-correlational design with an adapted and modified survey questionnaire as an instrument and selected sixty-five (65) respondents using a convenience sampling technique. The paper utilized SPSS 20 to treat the gathered data with the use of the following statistical tools: frequency, percentage, weighted mean, t-test, ANOVA, and Pearson-r. The study generated the following results: the employees unanimously agreed on the contexts and concepts presented in the three variables of the study namely, professional development, organizational climate, and supervisory rapport. Moreover, they responded favorably about their job satisfaction. In addition, there are significant findings observed as regards to professional development, organizational climate and supervisory rapport of the employees when grouped according to demographic profiles. Furthermore, there is substantial evidence of relationships observed among demographic profile, professional development, organizational climate, supervisory rapport, and overall satisfaction. With the foregoing results, the researchers recommended suggestions to promote organizational development among employees.
An Update to Compiled ORF Norms. Technical Report #1702
Author: Hasbrouck, Jan
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Oral Reading,Reading Fluency,Curriculum Based Assessment,Emergent Literacy,Reading Tests,Elementary School Students,Diagnostic Tests,Test Interpretation,Scores,Student Evaluation,Intervention,Progress Monitoring,Screening Tests

This paper describes the origins of the widely used curriculum-based measure of oral reading fluency (ORF) and how the creation and use of ORF norms has evolved over time. Norms for ORF can be used to help educators make decisions about which students might need intervention in reading and to help monitor students' progress once instruction has begun. ORF norms were originally developed at the school or district levels using only local data obtained from specific curriculum materials or assessments. Two previous compilations of norms not linked to any specific school, district, curriculum, or assessment have been published in the professional literature. Using data from three widely-used commercially available ORF assessments (DIBELS 6th Edition©, DIBELS Next©, and easyCBM©), a new set of compiled ORF norms for grades 1-6 are presented here along with an analysis of how they differ from the norms created in 2006.
Classification Accuracy of the easyCBM Kindergarten -- Grade 2 Reading Measures. Technical Report #1801
Author: Alonzo, Julie
Date: 2018-00-00
Type: Reports - Research
Subjects: Accuracy,Curriculum Based Assessment,Response to Intervention,Kindergarten,Grade 1,Grade 2,Reading Tests,Classification,Comparative Analysis,Reading Fluency,Reading Comprehension

In this technical report, we present results of classification accuracy analyses to identify cut scores to optimize sensitivity and specificity for the easyCBM literacy assessments in Kindergarten through Grade 2. In conducting these analyses, we used the following approach: We kept sensitivity above 0.80 and maximized specificity from there. If specificity crossed 0.90, we kept sensitivity above 0.90 and maximized specificity from there. If there were multiple cut scores with the same specificity maximum while keeping sensitivity above 0.80 or 0.90, respectively, we selected the cut score that maximized sensitivity. For the Kindergarten measures, we used the raw score associated with the 50th percentile on the Spring Letter Sounds measure as the outcome. For the Grade 1 measures, we used the raw score associated with the 50th percentile on the Spring Word Reading Fluency measure as the outcome. For the Grade 2 measures, we used the raw score associated with the 50th percentile on the Spring Passage Reading Fluency measure as the outcome. With the exception of the Phoneme Segmenting measure when administered in the Fall of Kindergarten, all measures demonstrated strong classification accuracy.
Project ICEBERG Exploration: Using Implementation Science to Guide Preschool Reading Disabilities Prevention. Technical Report #1802
Author: Irvin, P. Shawn
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Children,Kindergarten,Reading Difficulties,Learning Disabilities,Special Education,Prevention,Needs Assessment,Screening Tests,Disability Identification,Decision Making,Preschool Teachers,Handheld Devices,Program Implementation,Usability,Evidence Based Practice

In this technical report, implementation strategies from the first two years of Project ICEBERG exploration are described. Over this period of time, a new preschool assessment, curricular activity, and teacher training tool called the Learning Receptiveness Assessment-Greenhouse application, was iteratively developed, refined, and piloted to better support preschool children's literacy, behavioral, and working memory processing skills and facilitate improved learning as they approach the transition to kindergarten and beyond. During the exploration phase of tool implementation, we gathered experts from the field of assessment and early learning to determine and evaluate areas of need and contextual fit such as the availability and allocation of tool-appropriate support resources, the readiness of the tool for use across diverse classroom contexts, and its fit and alignment with relevant state and community initiatives and support systems. We highlight associated lessons learned that can influence effective and sustained tool implementation, namely the importance of observing and studying variations in tool use in actual preschool classrooms over protracted periods of time and identifying gaps in stakeholder alignment, with the goal of helping researchers build on our experience in their own work.
The Effect of STEM-EDP in Professional Learning on Automotive Engineering Competence in Vocational High School
Author: Nurtanto, Muhammad
Date: 2020-06-00
Type: Journal Articles
Subjects: STEM Education,Instructional Effectiveness,Vocational High Schools,Foreign Countries,Design,21st Century Skills,Vocational Education Teachers,Curriculum Development,Achievement Tests,International Assessment,Secondary School Students,Summative Evaluation,Problem Based Learning,Competency Based Education,Engineering,Cooperative Learning,Motor Vehicles

The quality of teacher learning practices currently continues to be improved through various training programs, mentoring, and evaluations from Indonesian government support. The 21st-century teacher's ability to develop learning technology is a cooperative learning approach and multidisciplinary integration of science to solve surrounding problems. This study describes the effectiveness and benefits of Science, Technology, Engineering, and Mathematics (STEM) in the Automotive Engineering Competency with the Engineering Design Process (EDP) approach in the &quot;motorcycle burglary case studies.&quot; This research is a type of pre-experimental design in the form of a pretest-posttest group design. The purposive sampling technique was carried out to find out the sample of students in one of the vocational schools Yogyakarta, Indonesia in 2019. The results showed that (1) the assessment of lesson plan in the form of review and supervision was declared complete; (2) aspects of the STEM-EDP assessment consist of formative tests, the 1st Student Worksheet, the 2nd Student Worksheet, and Products which stated in the seven stages of EDP; (3) Wilcoxon test, Z = -4.86 with significance (p) = 0.00 &lt;0.05, illustrates that STEM-EDP is effective than summative learning, and can improve learning.
Teen Dating Violence in the United States: A Fact Sheet for Schools
Author: Office of Safe and Healthy Students (ED)
Date: 2013-08-26
Type: Reports - Descriptive
Subjects: Adolescents,Dating (Social),Violence,School Role,Interpersonal Relationship,Interaction,Rape,Sexual Abuse,Females,High School Students,Victims of Crime,At Risk Students

This fact sheet presents questions and answers related to teen dating violence in the United States. It defines teen dating violence, describes the extent of teen dating violence in U.S. schools, how teen dating violence affects our schools, and things schools can do to help. This fact sheet also contains resources and publications for further information.
Partnerships for a Future-Ready Workforce
Author: Beer, Allison
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Futures (of Society),Labor Force Development,Community Colleges,School Business Relationship,Career Readiness,Partnerships in Education,Labor Needs,Educational Legislation,Technical Education,Federal Legislation,Vocational Education,Barriers,Apprenticeships,High Schools,Acceleration (Education),Dual Enrollment,Information Technology,Educational Attainment,Enrollment Trends,Higher Education,Educational Innovation,Paying for College,Transfer of Training,Educational Change,Competency Based Education

Community colleges and businesses have a shared interest in preparing students and existing workers to be successful in their careers. Community colleges seek to educate and train individuals in their community to have the knowledge and skills for current jobs and long-term career opportunities. Employers seek employees with both job-specific skills and employability skills to meet their current and future business needs. Given these shared interests, community colleges and businesses have a clear opportunity to form close partnerships to shape postsecondary education and workforce training. In this report, the authors detail how community colleges and businesses can form strong partnerships; national trends in employer needs and postsecondary attainment; and policies and practices that form a continuum of education and job training. Furthermore, the authors highlight five examples of innovative postsecondary education and workforce development initiatives from South Carolina; Washington; Miami-Dade County, Florida; Maricopa County, Arizona; and Maryland. These examples highlight how community colleges and businesses can partner directly or through broader partnerships also involving K-12 school systems, four-year colleges and universities, state government agencies, and industry organizations.
Problem-Based Learning (PBL) in Industry 4.0: Improving Learning Quality through Character-Based Literacy Learning and Life Career Skill (LL-LCS)
Author: Nurtanto, Muhammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Values Education,Global Approach,21st Century Skills,Lifelong Learning,Job Skills,Competency Based Education,Engineering Education,Young Adults,College Students,Literacy,Information Literacy,Media Literacy,Technological Literacy,Foreign Countries,Innovation

The rapid flow of globalization should be absorbed and implemented in education, especially learning. The industry 4.0 era and millennial, 21st Century Education, and Sustainable Development Goals are intended for the purpose of learning and innovation skills. The researchers' objective is to improve the quality of learning by applying the literacy movement, character values as a provision for life and career skills using the PBL method in the gasoline engine curriculum. The research method is classroom action research with the Elliot action model carried out in two cycles. A total of 34 students with ages ± 19-22 were used as research samples. The results obtained during the study showed an increase, namely: (a) the literacy movement was observed as successfully implemented with an increase of 19.1%; (b) inducing character values improves student behavior by 14.8%, and (c) strengthening competency in the gasoline motorbike curriculum by 11.3%. Problems in the engineering field that are packaged in PBL classes through student literacy and character movements are some forms of learning innovation that need to be applied to similar competencies.
Problem-Based Learning Implementation: Improvement in Learning Process and Results in Vocational Higher Education
Author: Nurtanto, Muhammad
Date: 2018-10-00
Type: Journal Articles
Subjects: Problem Based Learning,Vocational Education,Higher Education,21st Century Skills,Critical Thinking,Student Motivation,Group Dynamics,Skill Development,Psychomotor Skills,College Students,Young Adults,Time Management,Foreign Countries,Engineering Education,Cooperative Learning

Problem Based Learning (PBL) is a learning method considered to be capable of changing the students' perception in facing the challenges of the 21st century. This study was aimed to improve soft skills in the form of critical thinking, motivation, and group dynamics and hard skills in the form of psychomotor ability by applying PBL. This study was designed with an action research design. The research subjects were 30 students at the age of 19 to 22 years old. Data were collected with performance appraisal, observation sheet and questionnaires. The results indicated that (1) the students' critical thinking works effectively during problem identification and problem hypothesis, (2) increasing motivational ability indicated by time discipline, and (3) improved group dynamics skills during group discussions and groups activities. The results for psychomotor ability showed an increase of 16.6 or 17%. This confirmed that PBL improved the students' soft skills and hard skills reflected in positive and effective group activities.
The Condition of Education 2020. NCES 2020-144
Author: Hussar, Bill
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Preschool Education,Elementary Secondary Education,Postsecondary Education,Family Characteristics,Kindergarten,Enrollment,Public Schools,Charter Schools,Private Schools,Race,Ethnicity,Student Characteristics,English Language Learners,Students with Disabilities,Institutional Characteristics,Low Income Students,Crime,School Safety,Public School Teachers,Teacher Characteristics,Principals,Administrator Characteristics,National Competency Tests,Reading Achievement,Grade 4,Grade 8,Grade 12,Mathematics Achievement,Science Achievement,High Schools,Graduation Rate,Dropout Rate,Educational Finance,Income,Expenditures,Undergraduate Students,Graduate Students,Enrollment Rate,College Faculty,Academic Degrees,School Holding Power,Student Costs,Student Loan Programs,Student Financial Aid,Educational Attainment,Young Adults,Out of School Youth,Unemployment,Education Work Relationship,Employment,Achievement Tests,Foreign Countries,Reading Tests,International Assessment,Science Tests,Mathematics Tests,Secondary School Students,Elementary School Students

The &quot;Condition of Education&quot; is an annual report mandated by the U.S. Congress that summarizes the latest data on education in the United States. This report uses data from across the National Center for Education Statistics (NCES) and from other sources and is designed to help policymakers and the public monitor educational progress. This year's report includes 47 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. [For &quot;The Condition of Education 2019. NCES 2019-144,&quot; see ED594978.]
Progress toward Achieving Systemic Change: A Five-Year Status Report on the AAU Undergraduate STEM Education Initiative
Author: Association of American Universities
Date: 2017-00-00
Type: Reports - Research
Subjects: Program Evaluation,Undergraduate Students,STEM Education,Educational Change,Educational Quality,College Freshmen,Program Implementation,Faculty Development,Instructional Effectiveness,College Faculty,Organizational Objectives,Educational Innovation,Grants,Institutional Cooperation,Program Development,Cooperative Learning,Educational Facilities,Active Learning,Academic Support Services,Resource Allocation

In September 2011, the Association of American Universities launched a major initiative to improve undergraduate STEM education. The overall objective was to influence the culture of STEM departments at AAU institutions so that faculty members are encouraged and supported to use teaching practices proven by research to be effective in engaging students in STEM education and in helping students learn. The Undergraduate STEM Education Initiative's intent was to help research universities better assess and improve the quality of teaching in STEM fields by: promoting the use of teaching techniques in STEM classes demonstrated by scholarship to be the most effective at engaging and helping students learn; encouraging universities and STEM departments to better evaluate, recognize and reward faculty members for the quality and effectiveness of their teaching; and facilitate the creation of an effective network for disseminating and sharing best practices in undergraduate STEM education reform and classroom based educational improvements. (Additional funding for this report was provided from Elsevier and Research Corporation for Science Advancement.)
The Class Teachers&apos; Opinions in the Development of Students&apos; Reading Skills
Author: Arpa, Metin
Date: 2020-05-00
Type: Journal Articles
Subjects: Teacher Attitudes,Reading Skills,Elementary School Teachers,Foreign Countries,Reading Difficulties,Reading Instruction,Reading Improvement,Educational Technology,Elementary School Students

Reading is the most basic tool used in learning and acquiring knowledge. Reading skills gained through education plays an active role in gaining different kinds of knowledge and skills in school life. It is very important for students to have sufficient reading skills in the first grades of primary school. Because this skill plays a key role in success when faced with advanced academic education throughout their education. Otherwise, the student is unable to fulfill the overlapping academic responsibilities and develops a negative attitude towards school and education. Qualitative research method was used in the research. The study group consists of 76 classroom teachers working in various primary schools in Izmir in the 2019-2020 academic year. The personal information form questionnaire and open-ended questions developed by the researcher were asked to the study group, the obtained answers were analyzed with the content analysis method and the results were interpreted.
State of the Faculty [2018 Report]
Author: Scott, Daniel
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: College Faculty,Labor Market,Accountability,Governance,Tenure,Unions,Nontenured Faculty,Teacher Salaries,Fringe Benefits,Women Faculty,Minority Group Teachers,Academic Freedom,Resistance to Change,Adjunct Faculty,Misconceptions,Sexual Abuse,Educational Trends,Student Evaluation,College Students

This report builds on work of the Delphi Project on the Changing Faculty and Student Success, initiated in 2012, that has documented changes in the academic profession and its implications for higher education. While the Delphi Project has aimed to address specific issues--for example, by conducting and disseminating research on how faculty working conditions shape their ability to perform as teachers--this report takes a look at how broader trends and issues affecting faculty are reshaping the profession. In this report, the authors explore the issues and trends that have affected faculty in the United States over the past year. Their goal in developing this annual report is to provide a snapshot from varied sources about the state of the profession. Topics covered include the future job market, faculty accountability policies, shared governance, tenure, unionization, non-tenure track faculty, salaries, and benefits. The report also addresses issues specifically relevant for women and faculty of color in particular, along with a focus on trends in teaching and learning in general. A section of the report is also dedicated to challenging common myths about faculty. [This report is a resource created by The Delphi Project on the Changing Faculty and Student Success, an initiative of the Pullias Center for Higher Education at the University of Southern California.]
Supplementary Report on easyCBM MCRC Measures: A Follow-Up to Previous Technical Reports. Technical Report #1807
Author: Alonzo, Julie
Date: 2018-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Computation,Statistical Analysis,Classification,Accuracy,Test Reliability,Test Validity,Reading Tests,Multiple Choice Tests,Reading Comprehension,Language Tests,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we organize this technical report into sections based on the type of evidence being presented. [This technical report is an addendum to previous technical reports.]
Supplementary Report on easyCBM PRF Measures: A Follow-Up to Previous Technical Reports. Technical Report #1806
Author: Alonzo, Julie
Date: 2018-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Computation,Statistical Analysis,Accuracy,Test Reliability,Test Validity,Classification,Reading Tests,Reading Fluency,Language Tests,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we organize this technical report into sections based on the type of evidence being presented. [This technical report is an addendum to previous technical reports.]
California&apos;s Special Education Teacher Shortage. Version 2
Author: Ondrasek, Naomi
Date: 2020-02-00
Type: Reports - Research
Subjects: Special Education Teachers,Teacher Shortage,Students with Disabilities,Teacher Persistence,Labor Turnover,Intervention,Elementary Secondary Education,Teacher Certification,Credentials,Teacher Competencies,Teacher Education Programs,Enrollment Trends,Educational Finance,Qualifications,State Standards,Teaching Conditions,Mentors,Faculty Workload,Compliance (Legal),Teacher Responsibility,Teacher Salaries,Debt (Financial),Student Loan Programs,Grants

California is in the midst of a severe special education teacher shortage that threatens the state's ability to improve outcomes for students with disabilities, who often have the greatest needs but receive the least expert teachers. To help policymakers address the shortage, the Learning Policy Institute conducted an analysis of the special education teacher workforce to provide an update on the shortage and its causes. We also reviewed the factors that may be contributing to special education teacher attrition, based on prior research and the perspectives of current special education teachers in California. We conclude with suggestions for evidence-based policy strategies aimed towards resolving the shortage. [For the policy brief to this report, see ED605225.]