ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Facebook in an Irish Third-Level Education Context: A Case-Study
Author: Jeanneau, Catherine
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Social Media,Educational Technology,Technology Uses in Education,Case Studies,Questionnaires,Student Attitudes,Teacher Attitudes,College Students,College Faculty,Use Studies,Student Participation

Social networking sites such as &quot;Facebook&quot; or &quot;Twitter&quot; have become social phenomena, and educators are increasingly experimenting with these new tools in order to find out if they can be used for teaching and learning. However, we can question if the use of social media is really in the process of changing teaching and learning practices and whether Irish students are ready to adopt these new tools. We can also query whether social networking sites can contribute to connecting students and developing the feeling of belonging to a learning community amongst them. In order to investigate these various issues, this chapter offers the findings from a case-study where a &quot;Facebook&quot; page was introduced in a learning context. Based on the comparison and analysis of student and staff participation and usage patterns between a virtual learning environment (VLE) and a &quot;Facebook&quot; page, as well as feedback questionnaires, this study highlights that the social networking site led to a greater level of interactivity amongst students, who enjoyed the informality and accessibility of the page. Yet, preconceptions associated with social media continued to prevail, with students failing to appreciate the educational potential of the site. [For the complete book, &quot;Internet Research, Theory, and Practice: Perspectives from Ireland,&quot; see ED575997.]
Introduction on Internet Research, Theory, and Practice: Perspectives from Ireland
Author: Fowley, Cathy
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Internet,Research,Access to Information,Information Technology,Humanities,Social Sciences,Interdisciplinary Approach,Ethics,Social Influences,Educational Research,Educational Practices,Higher Education

In September 2000, the newly-formed Association of Internet Researchers (AoIR) held its first international conference, entitled &quot;the State of the Interdiscipline&quot;, highlighting a new locus of research, and a &quot;focus on the Internet as a distinct interdisciplinary field for research&quot; (http://aoir.org/ conferences/past/ir-1-2000/). Internet research was gradually established as a discipline, whose focus and/or locus is the internet (Rall, 2007). Within a decade, the internet became part of everyday life, and barriers between the &quot;virtual&quot; and the &quot;real&quot; were slowly eroded, leading to a seamless experience for most young people in Western societies of the 21st century. At the same time, the internet as a locus of research found its way in many traditional disciplines; however, internet research throws a different light on methodologies, and research strategies are not always easily transferred (Markham &amp; Baym, 2009). The articles presented in this edited book illustrate the broad diversity of internet-based studies in an Irish context, as well as the interdisciplinarity which distinguishes much of its outputs. From digital humanities in the strictest sense--through the creation and use of digital objects and resources to a close examination of digital texts, from ethical issues to societal issues--through the lenses of gender or nationality, from empirical research to practitioners reports, the chapters are a snapshot of internet research in Ireland. The contributors come from many third-level institutions on the island--universities as well as institutes of technology, east and west, north and south--, thus illustrating a geographical space linked to digital spaces. It is the editors' hope that this open access publication will enable students, researchers and practitioners to gain a broader understanding of these areas of research in Ireland, and will foster communication and cooperation among internet researchers. [For the complete book, &quot;Internet Research, Theory, and Practice: Perspectives from Ireland,&quot; see ED575997.]
Effects of Using a Web-Based Individualized Education Program Decision Making Tutorial
Author: Shriner, James G.
Date: 2013-11-00
Type: Journal Articles
Subjects: Individualized Education Programs,Web Based Instruction,Intervention,Comparative Analysis,Reading Tests,Reading Improvement,Scores,Federal Legislation,Educational Legislation,Decision Making,Standards,Academic Achievement,Special Education,Special Education Teachers,Disabilities,Measures (Individuals),Statistical Analysis,Multivariate Analysis,Equal Education

This study explored the effects of a web-based decision support system (&quot;Tutorial&quot;) for writing standards-based Individualized Education Programs (IEPs). A total of 35 teachers and 154 students participated across two academic years. Participants were assigned to one of three intervention groups based on level of &quot;Tutorial&quot; access: Full, Partial, or Comparison. Direct effects of the intervention on procedural and substantive elements of IEPs revealed that, although all groups had initial IEPs of similar quality, the Full Intervention group's post-&quot;Tutorial&quot; IEPs had a significantly higher proportion of substantive items rated as adequate than did the IEPs of other groups. The intervention's indirect effects were examined using student scores on the State Reading Assessment. The Full Intervention group demonstrated a higher rate of reading score gain than the other two groups during the academic year in which the IEP prepared with access to the &quot;Tutorial&quot; was implemented. Implications for educational practices and future research directions are discussed. [This report was published in &quot;Journal of Special Education,&quot; (EJ1019914).]
San Francisco Unified School District Survey Report I: Teacher Evaluation
Author: Gao, Niu
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: Teacher Surveys,Principals,Administrator Surveys,Observation,Teacher Attitudes,Administrator Attitudes,Teacher Evaluation,Evaluation Methods,Satisfaction,Teacher Competencies,Teaching Styles,Program Effectiveness,Elementary Secondary Education,School Districts

This survey report contains the results of the 2009-10, 2010-11, and 2011-12 Teacher and Principal Surveys conducted by Stanford's Center for Education Policy Analysis (CEPA). The surveys were administered to teachers and principals in the San Francisco Unified School District (SFUSD). This report appears in two parts, each highlighting some of the aggregated responses from the teachers and principals, respectively. [For the Survey Brief and Survey Reports II and III, see &quot;San Francisco Unified School District: 2013 Survey Brief&quot; (ED576764); &quot;San Francisco Unified School District Survey Report II: Teacher Hiring&quot; (ED576765); and &quot;San Francisco Unified School District Survey Report III: Career Pathways for Principals and Assistant Principals&quot; (ED576763).]
San Francisco Unified School District Survey Report III: Career Pathways for Principals and Assistant Principals
Author: Gao, Niu
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: Principals,Administrator Surveys,Administrator Attitudes,Elementary Secondary Education,School Districts,Assistant Principals,Career Development,Promotion (Occupational),Career Choice,Employment Level,Persistence

This report contains the results of the 2009-10, 2010-11, and 2011-12 Principal and Assistant Principal (AP) Surveys conducted by Stanford's Center for Education Policy Analysis (CEPA). The surveys were administered to principals and assistant principals in the San Francisco Unified School District (SFUSD). This report appears in three parts, each highlighting some of the aggregated responses from the principals and assistant principals. More than one-half of principals were likely to remain a principal until they retire, work in education but outside of k-12 schools, or work in the district office. Over 60 percent of APs indicated they were likely to become a school principal in their future career. Other noticeable career choices include working in education but outside of k-12 schools and staying in education but not in SFUSD. [For the Survey Brief and Survey Reports I and II, see &quot;San Francisco Unified School District: 2013 Survey Brief&quot; (ED576764); &quot;San Francisco Unified School District Survey Report I: Teacher Evaluation&quot; (ED576755); and &quot;San Francisco Unified School District Survey Report II: Teacher Hiring&quot; (ED576765).]
San Francisco Unified School District: 2013 Survey Brief
Author: Center for Education Policy Analysis (CEPA) at Stanford University
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Principals,Administrator Surveys,Administrator Attitudes,Elementary Secondary Education,School Districts,Teacher Selection,Teacher Transfer,Assistant Principals,Career Development,Employment Level,Teacher Surveys,Teacher Attitudes

Since the 2009-10 school-year, the Center for Education Policy Analysis (CEPA) at Stanford University administered Teacher, Assistant Principal (AP), and Principal surveys as part of San Francisco Unified School District's (SFUSD's) evaluation of the Quality Teacher and Education Act (passed as Proposition A 2008). The findings from these surveys have informed District policy decisions on multiple levels. This brief gives SFUSD teachers, APs, and Principals some exemplars of the findings from the 2009-10, 2010-11, and 2011-12 surveys. This survey brief highlights three key findings from the surveys that influenced District decisions. To read about other findings from the survey, see the Year 1 and Year 2 evaluation reports of the Quality Teacher and Education Act. Also, CEPA published SFUSD survey reports highlighting a number of the statistics stemming from the survey. [For Survey Reports I, II, and III, see &quot;San Francisco Unified School District Survey Report I: Teacher Evaluation&quot; (ED576755); &quot;San Francisco Unified School District Survey Report II: Teacher Hiring&quot; (ED576765); and &quot;San Francisco Unified School District Survey Report III: Career Pathways for Principals and Assistant Principals&quot; (ED576763).]
San Francisco Unified School District Survey Report II: Teacher Hiring
Author: Gao, Niu
Date: 2013-04-00
Type: Numerical/Quantitative Data
Subjects: Principals,Administrator Surveys,Administrator Attitudes,Satisfaction,Teacher Competencies,Elementary Secondary Education,School Districts,Teacher Selection,Teacher Characteristics,Teacher Qualifications,Human Resources,Teacher Transfer,Job Layoff,Consolidated Schools

This survey report contains the results of the 2009-10, 2010-11, and 2011-12 Principal Surveys conducted by Stanford's Center for Education Policy Analysis (CEPA). The surveys were administered to principals in the San Francisco Unified School District (SFUSD). This report appears in two parts, each highlighting some of the aggregated responses from the principals. [For the Survey Brief and Survey Reports I and III, see &quot;San Francisco Unified School District: 2013 Survey Brief&quot; (ED576764); &quot;San Francisco Unified School District Survey Report I: Teacher Evaluation&quot; (ED576755); and &quot;San Francisco Unified School District Survey Report III: Career Pathways for Principals and Assistant Principals&quot; (ED576763).]
Budget of the U.S. Government, Fiscal Year 2014
Author: White House, Office of Management and Budget (OMB)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Federal Government,Budgets,Federal Legislation,Presidents,Budgeting,Economic Factors,Public Agencies,Economic Development,Debt (Financial),Middle Class,Labor Market,Educational Improvement,Preschool Education,Elementary Secondary Education,Postsecondary Education,Federal Aid,Health Insurance,National Security,Taxes,Manufacturing,Industry,Business,Energy

&quot;Budget of the United States Government, Fiscal Year 2014&quot; contains the Budget Message of the President, information on the President's priorities, budget overviews organized by agency, and summary tables. President Obama believes the country must invest in the true engine of America's economic growth--a rising and thriving middle class. He is focused on addressing three fundamental questions: How do we attract more jobs to our shores? How do we equip our people with the skills needed to do the jobs of the 21st Century? How do we make sure hard work leads to a decent living? The Budget presents the President's plan to address each of these questions. To make America once again a magnet for jobs, it invests in high-tech manufacturing and innovation, clean energy, and infrastructure, while cutting red tape to help businesses grow. To give workers the skills they need to compete in the global economy, it invests in education and job training, supporting learning from cradle to career. To ensure hard work is rewarded, it builds ladders of opportunity to help every American and every community. [For the 2013 Budget, see ED576932.]
Race to the Top Assessment: Partnership for Assessment of Readiness for College and Careers. Year Two Report
Author: Department of Education (ED)
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Career Readiness,College Readiness,Annual Reports,Competition,Federal Aid,Federal Programs,Incentive Grants,Consortia,Program Implementation,Program Effectiveness,Program Evaluation,Technology Integration,Organizational Communication,Professional Development,Capacity Building,Outreach Programs,Governance,Evaluation Methods,Research Design,Elementary Secondary Education,Educational Legislation,Federal Legislation

The Race to the Top Assessment program was authorized as part of the American Recovery and Reinvestment Act of 2009 (ARRA). In September 2010, the U.S. Department of Education (Department) awarded competitive, four-year grants to two consortia of states, the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (Smarter Balanced). The Department used the information gathered during the program review process (e.g., through monthly calls, an on-site visit conducted in August 2012, and the consortium's annual performance report (APR) which was submitted in August 2012) to draft this report on the consortium's year two implementation of the Race to the Top Assessment program. This report serves as an assessment of the consortium's overall implementation of its approved plan, highlighting successes and accomplishments, identifying challenges, and noting important lessons learned by the consortium during the second year and key activities anticipated in year three. The report is focused on the four primary components of the consortium's activities: governance; assessment design and development; professional capacity, outreach, and communications; and technology. The report focuses on the second year of the grant, from November 2011 through the end of December 2012 unless otherwise noted. Progress subsequent to that time will be reflected in the year three report.
What Different Kinds of Stratification Can Reveal about the Generalizability of Data-Mined Skill Assessment Models
Author: Sao Pedro, Michael A.
Date: 2013-04-00
Type: Reports - Research
Subjects: Educational Research,Data Collection,Data Analysis,Generalizability Theory,Models,Science Process Skills,Inquiry,Prediction,Experiments,Simulation,Validity,Coding,Performance Based Assessment,Hypothesis Testing,Generalization,Physical Sciences,Scientific Concepts,Grade 8

When validating assessment models built with data mining, generalization is typically tested at the student-level, where models are tested on new students. This approach, though, may fail to find cases where model performance suffers if other aspects of those cases relevant to prediction are not well represented. We explore this here by testing if scientific inquiry skill models built and validated for one science topic can predict skill demonstration for new students and a new science topic. Test cases were chosen using two methods: student-level stratification, and stratification based on the amount of trials ran during students' experimentation. We found that predictive performance of the models was different on each test set, revealing limitations that would have been missed from student-level validation alone.
A Taxonomy for Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities. Policy Research Brief. Volume 23, Number 1
Author: McEathron, Mary
Date: 2013-02-00
Type: Reports - Research
Subjects: Taxonomy,Postsecondary Education,Intellectual Disability,Developmental Disabilities,Access to Education,Educational Legislation,Federal Legislation,Higher Education,Geographic Regions,Interviews,Documentation,Web Sites,Online Surveys,College Admission,Enrollment,Student Needs,Program Content,Academic Ability,Student Financial Aid,Vocational Education,Independent Living

This &quot;Policy Research Brief&quot; presents the current state of the Taxonomy for Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities, along with examples of how it can be used. The purpose of the taxonomy is to provide a basis for comparing the features of the growing number of postsecondary education programs designed to serve students with intellectual and developmental disabilities, and to lay the foundation for further study and comparison of their outcomes.
cK¢, A Model to Reason on Learners&apos; Conceptions
Author: Balacheff, Nicolas
Date: 2013-11-00
Type: Reports - Research
Subjects: Models,Concept Formation,Mathematics Education,Educational Technology,Educational Research,Learning

Understanding learners' understanding is a key requirement for an efficient design of teaching situations and learning environments, be they digital or not. This keynote outlines the modeling framework cK¢ (conception, knowing, concept) created with the objective to respond to this requirement, with the additional ambition to build a bridge between research in mathematics education and research in educational technology. After an introduction of the rationale of cK¢, some illustrations are presented. Then follow comments on cK¢ and learning. The conclusion evokes key research issues raised by the use of this modeling framework. [For the complete proceedings, see ED584443.]
The Role of Community Schools in Place-Based Initiatives: Collaborating for Student Success
Author: Potapchuk, William R.
Date: 2013-06-00
Type: Reports - Evaluative
Subjects: School Role,Community Schools,Place Based Education,School Community Programs,Evidence Based Practice,Alignment (Education),Case Studies,Partnerships in Education,Educational Objectives,Trust (Psychology),Accountability,Success

Across the United States, communities are thinking differently about how to transform their schools and neighborhoods. There is tremendous excitement about strategies that weave together resources in a clearly defined &quot;place&quot; to collectively improve outcomes for children, youth, families, and communities. The paper explores the relationship between various place-based strategies and the potential associated with the alignment of these strategies operating within the same geographic areas. The paper demonstrates that community schools offer a powerful vision and strategy for what schools should look like within broader place based initiatives and how community schools can benefit from alignment with other efforts. [The paper was also co-published by PolicyLink and the West Coast Collaborative.]
2013 Apprenticeship Student Outcomes Survey: Report of Findings
Author: BC Student Outcomes (Canada)
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Apprenticeships,Employment Opportunities,On the Job Training,Vocational Education,Student Certification,Credentials,Job Skills,Skill Development,Educational Background,Employment Experience,Building Trades,Food Service,Student Satisfaction,Employment Patterns

The Skills and Training Plan (announced September 2012) projects that there will be nearly one million job openings between 2012 and 2020 in British Columbia. Of these openings, 43 percent will need trades and technical training. It is anticipated that there will be a cumulative gap of 22,000 to 32,000 technical and trades workers in the province. The ministries of Advanced Education (AVED) and Jobs, Tourism and Skills Training (JTST), the Industry Training Authority (ITA), and the institutions that provide technical training share a commitment to expand and improve delivery of apprenticeship training in British Columbia. Information provided by the annual Apprenticeship Student Outcomes Survey is an important part of that process. The 2013 Apprenticeship Student Outcomes (APPSO) Survey is the ninth annual survey of former apprenticeship students. A total of 6,200 apprentices who completed their apprenticeship training at a B.C. post-secondary institution between July 1, 2011 and June 30, 2012 were eligible for this survey. The survey was conducted, by telephone and web, from January to April 2013; there were 3,486 respondents, making the response rate 56 percent. To provide insight into the apprenticeship experience, former students were asked to: (1) rate aspects of their in-school and workplace training; (2) evaluate the usefulness of the knowledge and skills they gained; (3) quantify their level of satisfaction with their training; and (4) describe their post-training employment. This report presents a summary of the findings from the 2013 APPSO Survey. In some cases, comparisons are made with the results from previous years' apprenticeship surveys. The report is organized into the following sections: (1) details about the former students who were surveyed and what they studied; (2) their in-school experiences; (3) their workplace training experiences; and (4) their subsequent labour force participation, employment, and occupations. Data from the APPSO Survey are currently used by AVED and ITA for policy development and to monitor the effectiveness of the training system. Participating B.C. post-secondary institutions use information from the annual survey for program and curriculum reviews, for marketing and recruitment, and to assist prospective students with career decisions. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education and the participating British Columbia post-secondary institutions. Additional funding for the APPSO Survey is provided by the Industry Training Authority.]