ethanporcaro/eric-fulltext-meta huggingface dataset:
Elementary Level Mathematics: Word Problems. Second Edition
Author: Mosrur, Ridwanul
Date: 2011-06-00
Type: Books
Subjects: Mathematics Education,Word Problems (Mathematics),Elementary School Mathematics,Mathematics Skills,Worksheets,Foreign Countries,Multiplication,Subtraction,Problem Solving,Guides

Word Problems those are also named as &quot;Story Problems&quot; which are well known to the students around the world. In this book there are 26 chapters which encompass diversified problems of four basic mathematical rules--addition, subtraction, multiplication and division. These problems may help students to practice more and more as well as may help the teachers to create worksheet and questions.
Conceptions of Environment in a Continuing Education Course for Science Teachers in Brazil
Author: dos Santos Matos, Mauricio
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Continuing Education,Science Teachers,Environmental Education,Content Analysis,Scientific Concepts,Environment

Studies focusing on environmental education and continuing education of science teachers play an important role in the science education area. This research analyzed conceptions of environment in a continuing education course for science teachers developed at the University of Sao Paulo, Brazil. The analysis of the material was made using a qualitative approach and content analysis methodology. The conceptions of environment were analyzed and characterized by the use of categories previously defined and selected from the literature. Although different conceptions were identified, the conception of environment as a resource prevailed, demonstrating a serious limitation of the course in the environmental education of the participating science teachers. As a result of the education process, a naive and limited view on environment by teachers was observed. The results point to the need to reformulate continuing education courses in order to favor a more critical environmental education. (Contains 5 tables.)
Developing Flexible Dual Master's Degree Programs at UPAEP (Universidad Popular Autonoma del Estado de Puebla) and OSU (Oklahoma State University)
Author: Fabregas-Janeiro, Maria G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,International Programs,Dual Enrollment,Land Grant Universities,Private Colleges,Intercollegiate Cooperation,Program Development,College Curriculum

In 2006, UPAEP (Universidad Popular Autonoma del Estado de Puebla) and OSU (Oklahoma State University) signed a MOU (memorandum of understanding) to develop more than 20 dual master's degree programs. This special partnership has allowed students from Mexico and the United States to study two master degree programs, in two languages, in two countries and in approximately two years. Five years ago, both higher education institutions realize that allowing students to travel between two countries could develop intercultural competences to work efficiently in international environments. We understood the need to develop intercultural competences in our students. They key of this successful agreements what the option to transfer up to 50% of the total credits of the master programs from one university to the other. After the signing of the general, the different colleges from both institutions were invited to participate in the design of each dual master degree. Each college in each university of UPAEP and OSU analyzed with their contra part, the academic requirements in the different master programs, as well as the required and the elective courses. After a deep analysis of the curricula, each institution decided which courses the students should take at each institution (as the core/required courses) and the courses that were allowed to transfer as well as the ones to take at the host institution. The addendums to the initial general MOU dual master's degree programs which include the course matching were signed by each one of the deans of the different schools and colleges involved in the process. Twenty-five different dual master's degree programs were developed and launched at once six years ago between both universities in Mexico and the United States. There is a special consideration in the design of the programs at each institution that facilitates the success of the negotiation of the dual master's degree programs between UPAEP and OSU. Those considerations are the innovativeness, flexibility and interdisciplinary of their curricula, which allowed the deans of the schools and colleges to select the courses that the students should take at the home institutions and the courses the students should take at the host institution. (Contains 1 table.
Latino College Completion: North Dakota
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from North Dakota's fact sheet include: (1) North Dakota had the 2nd smallest Latino population in the U.S.; (2) In North Dakota, 2% of the K-12 population was Latino; (3) In North Dakota, 2% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in North Dakota was 22, compared to 39 for White non-Hispanics; and (5) In North Dakota, 23% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 45% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Analysis of the Development of Academic Writing in the &quot;FJNSc&quot; (&quot;Finnish Journal of Nursing Science&quot;)
Author: Vanhanen-Nuutinen, Liisa
Date: 2012-00-00
Type: Information Analyses
Subjects: Periodicals,Academic Discourse,Discourse Communities,Journal Articles,Nursing Research,Technical Writing,Collaborative Writing,Foreign Countries

The purpose of this paper is to analyze the genre of the reviewed scientific articles published in the &quot;FJNSc&quot; (&quot;Finnish Journal of Nursing Science&quot;) during its history. The aim was to bring a critical approach to writing in nursing science and to discuss the dominant conventions of scientific writing in nursing. A total of 27 journals, which included 112 peer-reviewed articles, were analyzed. The analysis of the writing genre focused on the content of the articles as well as the activity systems of authors and their communities. According to the results, there is a growing tendency to write in research groups and multidisciplinary research teams, while the research projects have developed into larger and multidisciplinary projects. The articles in &quot;FJNSc&quot; were structured according to the traditional conventions of scientific writing. The analysis showed the need for critical discussion about scientific writing in nursing. (Contains 3 tables.)
Latino College Completion: Nevada
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from Nevada's fact sheet include: (1) Nevada had the 14th largest Latino population in the U.S.; (2) In Nevada, 38% of the K-12 population was Latino; (3) In Nevada, 27% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in Nevada was 26, compared to 38 for White non-Hispanics; and (5) In Nevada, 13% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 29% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
&quot;Educating 21st Century Students: A Close-Up Look at a Successful Career and Technical Center&quot;
Author: Fala, John
Date: 2012-05-18
Type: Opinion Papers
Subjects: Vocational Education,Vocational High Schools,School Effectiveness,Technology Uses in Education,Educational Change,Instructional Leadership,Individualized Instruction,Problem Based Learning,Vocational Education Teachers,Teaching Methods,Teacher Behavior

Through this paper we try to convey the necessity to provide the workforce with a labor force that is academically and technologically ready to meet the 21st century global demands. We feel this is accomplished by providing the students at MBIT [Middle Bucks Institute of Technology] with industry-standard equipment, academic and technology curricula that address what students need to know and be able to do in a competitive national and international arena, and with the employability skills that will foster responsible citizenship, collaboration, creative, and critical thinking. We introduce ways of achieving this through Challenge Based Learning (CBL), effective use of cutting-edge technology, learning through exploration and experiential strategies, differentiated instruction, and the necessity to learn each student's learning style. One of the key attributes and qualities of ensuring success is the faculty's willingness to embrace change and in doing so, fostering what works and discarding what does not. We understand the value of curriculum mapping, aligning academic eligible content with trade area standards and objectives, and in creating robust learning guides filled with technology and academic standards.  We broach the importance of front-line management to instill in the faculty the value in establishing trust in their leadership, exercising their right to self-govern, to collaborate in the school's shared vision, and to exercise their freedom to think and contribute to the overall good of the school, the district, and the community.  It is through these practices that Middle Bucks Institute of Technology is able to provide the 21st century skills to its students that prepare them for the rigors of higher education and employment. (Contains 2 figures.)
Latino College Completion: Nebraska
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from Nebraska's fact sheet include: (1) Nebraska had the 35th largest Latino population in the U.S.; (2) In Nebraska, 14% of the K-12 population was Latino; (3) In Nebraska, 9% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in Nebraska was 23, compared to 38 for White non-Hispanics; and (5) In Nebraska, 13% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 42% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Latino College Completion: South Carolina
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from South Carolina's fact sheet include: (1) South Carolina had the 29th largest Latino population in the U.S.; (2) In South Carolina, 5% of the K-12 population was Latino; (3) In South Carolina, 5% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in South Carolina was 26, compared to 40 for White non-Hispanics; and (5) In South Carolina, 16% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 35% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Innovation for Transformation in Nigeria University Education: Implications for the Production of Critical and Creative Thinkers
Author: Onu, V. C.
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Innovation,Foreign Countries,Sampling,Lecture Method,Creative Teaching,Surveys,Educational Change,Questionnaires,Validity,Teaching Methods,Brain Hemisphere Functions,Educational Technology

This descriptive survey research studied innovation for transformation in Nigeria university education: implications for the production of critical and creative thinkers. Thus, students' perception of knowledge generation and dissemination by university lecturers were elicited. From a population of registered students in a Nigerian university, 200 third-year students were selected from five departments of the institution using simple random sampling techniques. Two research questions were posed, while three hypotheses formulated to guide the study. QACU (Questionnaire for Assessing Creative Teaching in Universities) was constructed, validated and used for data collection. The collated data were analyzed using percentage, mean and t-test statistic. The results showed that most of the teachings currently going on in Nigerian universities are left brained, rely more on written and oral modes of testing than on projects and use more lecture method of delivery than technology-assisted means. It was recommended that there is the urgent need to review both the curriculum of the tertiary institutions, retrain the teaching staff to use both brains and technology in teaching and train the students to do the same. (Contains 5 tables.)
Latino College Completion: New Mexico
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from New Mexico's fact sheet include: (1) New Mexico had the 9th largest Latino population in the U.S.; (2) Over half of the K-12 population in New Mexico (60%) was Latino; (3) In New Mexico, 46% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in New Mexico was 29, compared to 40 for White non-Hispanics; and (5) In New Mexico, 21% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 33% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]
Longitudinal Study of Self-Regulation of Junior Schoolchildren
Author: Sedova, Ekaterina
Date: 2012-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Self Control,Learning Motivation,Elementary School Students,Family Influence,Maturity (Individuals),Academic Achievement,Brain,Neuropsychology

The research studies features of self-regulation of schoolchildren in the age of eight to nine and 11 to 12 years. The sample consisting of 30 students (12 boys and 18 girls) has been divided into two groups--students with good and poor school progress. The school results are compared with the results of neuropsychological tests and the level of learning motivation. The family upbringing style has been studied as well. In the course of neuropsychological research, the difference in the level of maturing of frontal lobes of brain has been found out. According to this fact, the level of self-regulation of each student was evaluated and every participant was marked as having high, medium or low level. The research showed that some defects of self-regulation of psychic states can be compensated. More serious defects prevent from maturing conscious self-regulation of activity even in the case of safe intellect. The style of family upbringing has influence on the maturing of the conscious self-regulation. High level of self-regulation corresponds to the adequate style of family upbringing, meaning that there is a balanced system of rights and duties for a child and his/her need for self-sufficiency is not ignored. On the contrary, low level of self-regulation usually combines with conniving hyper-protection and unsteady style. (Contains 3 tables and 3 figures.)
Latino College Completion: Ohio
Author: Excelencia in Education
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Access to Education,Achievement Gap,Benchmarking,Best Practices,College Preparation,College Students,Demography,Dual Enrollment,Educational Attainment,Elementary Secondary Education,Enrollment Trends,Equal Education,Evidence,Graduation Rate,Higher Education,Hispanic American Students,Hispanic Americans,Institutional Role,Partnerships in Education,Program Effectiveness,State Programs,Student Educational Objectives,School Holding Power,Young Adults

In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from Ohio's fact sheet include: (1) Ohio had the 23rd largest Latino population in the U.S.; (2) In Ohio, 3% of the K-12 population was Latino; (3) In Ohio, 3% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in Ohio was 25, compared to 40 for White non-Hispanics; and (5) In Ohio, 23% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 36% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.]