ethanporcaro/eric-fulltext-meta huggingface dataset:
Survey of North Carolina Community College Early Childhood Faculty on Nutrition, Health, and Physical Activity Coursework. Early Childhood Professional Development Report. Volume 1, Number 2
Author: Dunst, Carl J.
Date: 2015-06-00
Type: Reports - Research
Subjects: Community Colleges,College Faculty,Early Childhood Education,Knowledge Level,Child Health,Nutrition,Physical Activity Level,Obesity,Adults,Wellness,Expertise,Health Behavior,Pedagogical Content Knowledge,Infants,Children,Exercise

North Carolina community college faculty teaching courses in early childhood education at 54 of 58 community colleges were surveyed to determine the extent to which they included content knowledge on child health, nutrition, physical activity, and obesity, and adult wellness, in the courses they taught, and to identify faculty member characteristics that were related to how much content knowledge was included on child and adult health and wellness. Nine of 17 courses previously identified as including or likely including content knowledge and experience on health and wellness were taught by one-third to two-thirds of the survey respondents. One-third to two-thirds of the faculty indicated that they included content knowledge or experiences on 11 of 14 health and wellness indicators either &quot;quite a bit&quot; or &quot;a great deal&quot; in their courses. The best predictors of including health, nutrition, physical activity, obesity, and wellness content knowledge and experiences in coursework were the number of courses taught, faculty expertise in health and wellness, instructor demonstrations of health and wellness practices, and authentic and self-directed student learning opportunities. Twenty-one of the survey respondents were identified as highly experienced faculty based on a combination of faculty-related variables. Comparisons between those faculty and all other faculty found that the highly experienced faculty included more content knowledge and experiences on infant and child health and nutrition, child physical activity, infant and child obesity, and adult wellness in their coursework compared to other faculty. Results indicated that community college faculty incorporated health and wellness content knowledge and practice into a number of different courses in a number of different ways. [This report was prepared for the North Carolina Center for Health and Wellness and the North Carolina Institute of Medicine.]
A Statewide Community Conversation about Post-School Employment for Kentucky Youth with the Most Significant Disabilities. Research Brief. Fall 2017
Author: Adams, Chithra
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Young Adults,Intellectual Disability,Developmental Disabilities,Severe Disabilities,High School Graduates,Employment Patterns,State Programs,Supported Employment,Employment Opportunities,Educational Change,Outcomes of Education,Transitional Programs,Employment Services,Job Training,Career Planning,Stakeholders

Young adults with disabilities face multiple challenges in obtaining successful post-school employment outcomes. This situation has remained relatively unchanged despite nearly 25 years of federal attention to the issue, including mandated transition services and a series of additional significant legislative responses. KentuckyWorks is a five-year systems change grant project designed to directly impact post-school outcomes for youth with intellectual and developmental disabilities in Kentucky. Among the approaches adopted to reach the KentuckyWorks project's goals is conducting a series of &quot;community conversations&quot;. Community conversations are an asset-based approach for generating and informing efforts to improve employment outcomes for young people with disabilities. The statewide community conversation described in this article helped the KentuckyWorks team to identify steps that can be taken to a wider context within the state.
Exploring General Science Questions of Secondary School Certificate (SSC) Examination: Assessment Effects on Students Learning
Author: Sultana, Protiva
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Science,Foreign Countries,Science Tests,Science Process Skills,Test Items,Item Analysis,Memorization,Test Wiseness,Exit Examinations,Student Evaluation,Learning Processes,Classification

Creative question is generally considered as a tool to measure students' various levels of learning. The study focused on exploring the present situation of General Science test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of General Science test items/creative question papers of 2015 or 2016 were selected purposively as sample from all educational boards. 48 students were selected conveniently for interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources test analysis protocol and interview protocol were used as research tools. Test analysis protocol was consisted of two criteria; wording criteria and practicing criteria. Selected test items were analyzed based on these two criteria and Bloom's cognitive domain. The study revealed that major test items were developed in a way which direct students towards lower level learning. Few test items were focused to students understanding, application and higher order learning. In practice, students were engaged to only memorization and understanding through SSC examination assessment. Few test items were devoted to application level learning of students. Higher order learning was totally ignored in SSC examination questions.
Classifying Master&apos;s and PhD Theses Whose Titles Contain Concept of &quot;Critical Thinking&quot; by Different Variables
Author: Arslantas, Süleyman
Date: 2017-12-00
Type: Journal Articles
Subjects: Critical Thinking,Doctoral Dissertations,Masters Theses,Classification,Databases,Thinking Skills,Departments,Gender Differences,Supervisors,Intellectual Disciplines,Research Methodology,Occupations,Foreign Countries

Independent and original thinking are the concepts which define critical thinking. A critical thinker doesn't passively accept other people's views and thoughts, on the contrary he constitutes his own thoughts by analyzing them. This independence liberates his mind, heart and actions (Doganay and Ünal, 2006). In this context, the definition of critical thinking can be summarized as reaching a conclusion by reasoning (collecting information for a present situation, defining assumptions and evidences, discussing the defined evidences and inferring and synthesizing) on a problem or a situation (Demirel, 2006). Critical thinking becomes a basic skill in occupational groups. To improve the quality of the services people get, all professionals, especially doctors, teachers, architects, lawyers, nurses, builders, must have the ability to think critically.This study aims to classify the master's and PhD theses whose titles contain the concept of &quot;critical thinking&quot; by different variables. The data were collected from the 211 master's and PhD theses completed between 1999-2014 and registered to database of Council of Higher Education. This study was conducted through descriptive survey model and descriptive statistics were used in the analysis process. Thesis were examined and classified under the following topics; (1) academic level, (2) the universities in which they were prepared, (3) preparation year, (4) research method, (5) research model, (6) education level of the participants, (7) departments in which they were prepared (8) gender of the researchers, (9) degree of the supervisors (10) number of pages.At the end of the study it was found that most of the theses about critical thinking were master's theses and they were prepared in well-established universities. There are hardly any theses prepared in private universities. The number of theses about critical thinking reached its top point between 2009-2012. While most of the master's theses were conducted through quantitative method, most of the PhD theses were conducted through mixed and experimental designs. The participants of most of the theses about critical thinking were university and primary school students. Teachers and nurses participated in more theses than other occupational groups. Most of the theses about critical thinking were conducted in the field of education. nursing and heath care departments takes the second place. However, it is interesting that hardly any theses were conducted in the fields of law, politics, public administration, sociology and psychology. Another interesting point is that most of the theses were prepared by female researchers.
An Investigation on Quantum Learning Model
Author: Zeybek, Gülçin
Date: 2017-12-00
Type: Journal Articles
Subjects: Teaching Methods,Models,Academic Achievement,Learning Processes,Educational Research,Instructional Effectiveness

Today, the importance of education has increased even more in terms of raising qualified individuals. According to researches on the development of upper mental skills and abilities, it has been found out that students who are actively involved in the learning process learn beter. In result of information interactions, treasury is changing and increasing. To adjust to this changing, people have to improve their skills and abilities effectively; hence, various methods and techniques have been developed in education. One of them is quantum learning which a model is becoming widespread. This research includes a literature review regarding quantum learning model and suggestions given light of the related literature.
Development of Flow State Scale in English as a Foreign Language Context
Author: Eryilmaz, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Case Studies,Measures (Individuals),Student Attitudes,Factor Analysis,Foreign Countries,Psychological Patterns,Learning Processes,Validity,Reliability,Undergraduate Students

The flow theory with its components 'anxiety', 'boredom', 'skills' and 'challenges' can be associated with foreign language learning contexts. Although there are some attempts in several studies to examine the link between EFL context and the flow theory, no scale to measure the flow state in EFL context has been found in the related literature. The study presents the development and validation of the Flow State Scale in English as a Foreign Language Context (FSSEFL). A cross-sectional research design was used in the study. The scale was administered to a total of 438 students at Department of Foreign Languages at a state university in Turkey. Both exploratory and confirmatory factor analyses were conducted to the data collected from two separate participant groups in the study. The findings suggest that FSSEFL provides a valid and reliable instrument for the flow state in EFL context. The scale has three-factor structure with 10 items. The explained variance of the scale is 71.80% and alpha values are ranged from 0.78 to 0.82.
Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2017
Author: Indiana University, National Survey of Student Engagement
Date: 2017-00-00
Type: Reports - Research
Subjects: College Freshmen,College Seniors,Learner Engagement,Student Surveys,National Surveys,Undergraduate Students,Educational Quality,Student Characteristics,Student Attitudes,Educational Indicators,Student Experience,Institutional Characteristics,First Generation College Students,Inclusion,Student Diversity,Minority Group Students,African American Students,Hispanic American Students,Sexual Identity,Sexual Orientation,Activism,Citizenship Education,Expectation,College Faculty,Educational Practices,Undergraduate Study,Transformative Learning,Cooperative Learning,Communities of Practice,Service Learning,Teacher Student Relationship,Internship Programs,Field Experience Programs,Study Abroad,Equal Education

The National Survey of Student Engagement (NSSE) and its companion projects serve bachelor's degree-granting colleges and universities committed to assessing and improving the quality of the undergraduate experience. While each participating institution receives a detailed, customized &quot;Institutional Report,&quot; the &quot;Annual Results&quot; series presents noteworthy aggregate findings to a nationwide audience. This year selected results are presented from students at more than 700 U.S. institutions or subsets of that group where supplemental questions were included. It also provides results from NSSE's two companion surveys, the Beginning College Survey of Student Engagement (BCSSE) and the Faculty Survey of Student Engagement (FSSE). [For &quot;Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2016,&quot; see ED574512.]
Future-Proof CALL: Language Learning as Exploration and Encounters. Short Papers from EUROCALL 2018 (26th, Jyväskylä, Finland, 2018)
Author: Taalas, Peppi, Ed.
Date: 2018-12-08
Type: Books
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Futures (of Society),Sustainability,Educational Technology,Conferences (Gatherings),Research and Development,Reflective Teaching,Intercultural Communication,Telecommunications,Handheld Devices,Learning Processes

The 26th European Association of Computer-Assisted Language Learning (EUROCALL) conference was organised by the University of Jyväskylä (JYU) Language Campus and specifically the Language Centre, in Jyväskylä, Finland. The theme of this year's conference was &quot;Future-proof CALL: language learning as exploration and encounters,&quot; which reflects an attempt to envision language teaching and learning futures in a changing world. What brought researchers together this year are shared concerns in relation to the sustainability of language learning and teaching in technology-rich contexts that are marked by ever-increasing complexity. 184 submissions were accepted to be presented as workshops, symposia, individual oral presentations, or posters. The oral presentations were categorised as research, research and development, reflective practice papers, along with presentations on European projects. The collection of short papers in this volume is a very thorough view into the conference proper exhibiting the complexity and novelty of the field of CALL. There are exciting new openings and a more profound exploration of theoretical underpinnings of the contemporary issues in teaching and learning, cross-cultural communication, mobile learning and the like. (Individual papers contain references.)
Five Rules of the College and Career Game
Author: Carnevale, Anthony P.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,Intellectual Disciplines,Income,Education Work Relationship

In a republic, the mission of higher education is to empower individuals to live fully in their time free from economic or public dependency. The mission endures, but times change. Because postsecondary education and training have become the most well-traveled pathways to middle class earnings, both students and the educators who serve them need to learn new rules of the college and career game. Students need to shop around for college because higher education is a student's first major investment in the transition from dependent adolescent to independent adult. Students deserve to know what they are paying for. The five rules presented in this report can help students navigate the college game in these uncertain times: (1) Education level still matters, and generally more education is better; (2) Education level matters, but program of study and majors matter even more; (3) While field of study is important, it does not control one's financial destiny--there is great variation in earnings within majors; (4) Less education can be worth more; and (5) Humanities and liberal arts majors never catch up with the highest earning majors.
Commissioner&apos;s Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, July 1, 2012 to June 30, 2013
Author: New Jersey Department of Education
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: Weapons,Charter Schools,Substance Abuse,Violence,Vandalism,Trend Analysis,Committees,School Safety,Crime,Educational Environment,Student Behavior,Prevention,State Legislation,School Districts,Educational Legislation,Costs,Discipline,Crime Prevention,Victims of Crime,Criminals,Aggression,Bullying,Public Schools,Data Collection,Hearings,Consciousness Raising,Nontraditional Education,Grants,Surveys,Check Lists,Guidelines,Intervention,Core Curriculum,Referral,Social Attitudes,Social Behavior,Values Education,Peer Influence,Technical Assistance,Cooperative Planning,Professional Development,Child Health,Reports,Student Development,After School Programs,Juvenile Gangs,Agency Cooperation,Truancy,Federal Legislation

The Commissioner's annual report provides the Governor and Legislature with information reported by school districts concerning incidents of serious student misconduct grouped into the following five major reporting categories: violence; vandalism; harassment, intimidation and bullying (HIB); weapons; and substance abuse. An analysis of trends yields indications of progress and ongoing concerns, and provides guidance to districts, other agencies, and the New Jersey Department of Education (NJDOE) as they endeavor to focus resources on areas of need. The &quot;Programmatic Response&quot; section of this report provides recommendations to address areas of concern and describes the support that the NJDOE will provide to districts. The &quot;Key Findings&quot; section summarizes the data self-reported by districts over the Electronic Violence and Vandalism Reporting System (EVVRS). In addition to statewide EVVRS data, this report summarizes data submitted over the Harassment Intimidation, and Bullying--Investigations, Trainings, and Programs (HIB-ITP) data collection system. The &quot;Key Findings&quot; section is followed by a summary of the Department's programmatic response, that is, its efforts to create safe and secure school environments that are optimal settings for promoting student learning and growth.
Commissioner&apos;s Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, July 1, 2013 to June 30, 2014
Author: New Jersey Department of Education
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Weapons,Charter Schools,Substance Abuse,Violence,Vandalism,Trend Analysis,Committees,School Safety,Crime,Educational Environment,Student Behavior,Prevention,State Legislation,School Districts,Educational Legislation,Discipline,Crime Prevention,Victims of Crime,Criminals,Aggression,Bullying,Public Schools,Data Collection,Hearings,Nontraditional Education,Surveys,Check Lists,Guidelines,Intervention,Referral,Social Attitudes,Social Behavior,Values Education,Peer Influence,Technical Assistance,Cooperative Planning,Child Health,Reports,Student Development,After School Programs,Juvenile Gangs,Agency Cooperation,Truancy,Federal Legislation

This report presents information reported by New Jersey public schools on incidents of violence, vandalism, weapons, and substance abuse offenses. It also includes information on harassment, intimidation, and bullying (HIB) for the 2013-14 school year. The information is presented annually by the New Jersey Department of Education (NJDOE) to the Governor and Legislature to fulfill the requirements of the &quot;Public School Safety Law&quot; (N.J.S.A. 18A:17-46 through 48), as amended by P.L. 2010, c.122. This report is divided into two main sections: &quot;Key Findings&quot; and &quot;Programmatic Response.&quot; In the &quot;Key Findings&quot; section, the NJDOE presents incident counts reported by schools by the main categories of violence, vandalism, weapons, substances, and HIB. Other incident characteristics such as location and gang-related offenses are also reported. A review of disciplinary action and programs/services provided upon disciplinary action, as well as details specific to HIB investigations, incidents, trainings, and programs are also included. In the &quot;Programmatic Response&quot; section, prevention methods, Anti-Bullying Task Force recommendations, NJDOE recommendations, and an overview of NJDOE supports are reviewed in relation to developing and maintaining safe schools in New Jersey. [For the 2012-2013 report, see ED590614.]
Commissioner&apos;s Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, July 1, 2014 to June 30, 2015
Author: New Jersey Department of Education
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Weapons,Charter Schools,Substance Abuse,Violence,Vandalism,Trend Analysis,Committees,School Safety,Crime,Educational Environment,Student Behavior,State Legislation,School Districts,Educational Legislation,Discipline,Crime Prevention,Victims of Crime,Criminals,Aggression,Bullying,Public Schools,Data Collection,Hearings,Nontraditional Education,Surveys,Check Lists,Guidelines,Intervention,Referral,Social Attitudes,Social Behavior,Values Education,Peer Influence,Technical Assistance,Cooperative Planning,Child Health,Reports,Student Development,After School Programs,Juvenile Gangs,Agency Cooperation,Truancy,Federal Legislation

This report presents information provided by New Jersey public schools for the 2014-15 school year on incidents of violence; vandalism; weapon offenses; substance offenses; and harassment, intimidation, and bullying (HIB). The information is presented annually by the New Jersey Department of Education (NJDOE) to the Governor and Legislature to fulfill the requirements of the &quot;Public School Safety Law&quot; (N.J.S.A. 18A:17-46 through 48), as amended by P.L. 2010, c.122. his report is divided into two main sections: &quot;Key Findings&quot; and &quot;Programmatic Response.&quot; In the &quot;Key Findings&quot; section, the NJDOE presents incident counts reported by schools by the main categories of violence, vandalism, weapon offenses, substance offenses, and HIB. Other incident characteristics, such as location and gang-related offenses, are also reported in this section. In addition, a review of disciplinary action and programs/services provided upon disciplinary action, as well as details specific to HIB investigations, incidents, trainings, and programs, are also included. In the &quot;Programmatic Response&quot; section, prevention methods, NJDOE recommendations, and an overview of NJDOE supports are reviewed in relation to developing and maintaining safe and supportive schools in New Jersey. [For the 2013-2014 report, see ED590615.]