ethanporcaro/eric-fulltext-meta huggingface dataset:
The Overall Relationships between the Use of English Language Learning Strategies and Personality Traits among the Female University Level Learners of English Language as a University Major
Author: Fazeli, Seyed Hossein
Date: 2012-07-00
Type: Journal Articles
Subjects: Personality Traits,Learning Strategies,Personality,Foreign Countries,English (Second Language),Second Language Learning,Females,College Students,Majors (Students),Questionnaires,Measures (Individuals),Correlation,Second Language Instruction,Language Tests

The current study aims to explore the overall relationships between use of English language learning strategies and personality traits of the female university level learners of English language as a university major. Four instruments were used, which were Adapted Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female University level learners of English language as a university major in Iran were volunteer to participate in this research work. The intact classes were chosen. The obtained results in this study show both types of positive and negative significant relationships at different levels of correlation. In addition, in some cases, there was not any significant relationship between reported frequency of English Language Learning Strategies and personality traits. (Contains 8 tables.)
School Completion: What We Learn from Different Measures of Family Background. Longitudinal Surveys of Australian Youth. Research Report 59
Author: Homel, Jacqueline
Date: 2012-00-00
Type: Reports - Research
Subjects: High School Students,Graduation,Disadvantaged,Family Characteristics,Outcomes of Education,Comparative Analysis,Longitudinal Studies,National Surveys,Student Experience,Parent Background,Educational Attainment,Employment Level,Drinking,Smoking,Aspiration,Student Characteristics,Cultural Influences,Multivariate Analysis,Predictor Variables,Foreign Countries

This paper examines how disadvantage affects educational outcomes, in this instance, Year 12 completion. While previous studies have found a strong link between parental education or occupational status and Year 12 completion, this research was able to capture a broader set of cultural, material and resource aspects of disadvantage. It did this by undertaking a comparative analysis of two datasets--the Longitudinal Surveys of Australian Youth (LSAY), which collects the more familiar information about parental education and occupational status, and the Youth in Focus (YIF) survey, which provides an additional set of disadvantage measures, including family income and welfare receipt history, as well as information about the respondent's earlier educational experiences and risky behaviour. This paper reveals that: (1) Cultural factors, including poor school experiences, participation in risky activities such as smoking and alcohol consumption, and aspirations are the main predictors of Year 12 completion; (2) Material factors, as measured through current family income, have only a small effect on Year 12 completion; and (3) The role of the commonly used indicators of disadvantage associated with school completion, including parental education and occupational status, is shown to be less significant than previously indicated. This report shows the importance of getting behind simple measures of family background in understanding the relationship between disadvantage and educational outcomes. (Contains 11 tables and 12 footnotes.) [For Data Appendix, &quot;School Completion: Data Appendix. Support Document,&quot; see ED533336.]
School Completion: Data Appendix. Support Document
Author: Homel, Jacqueline
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: High School Students,Graduation,Predictor Variables,Socioeconomic Status,Measures (Individuals),Numeracy,Literacy,Longitudinal Studies,National Surveys,Foreign Countries,Attrition (Research Studies),Statistical Analysis

This document was produced by the authors based on their research for the report &quot;School Completion: What We Learn from Different Measures of Family Background,&quot; and is an added resource for further information. This study relies on two main sources to analyse how Year 12 completion is related to disadvantage: the Longitudinal Surveys of Australian Youth (LSAY) and the Youth in Focus (YIF) Project. This appendix provides details on the data used. First, a detailed description of all variables controlled in the regression is provided. These include variables overlapping in LSAY and YIF as well as those unique to each of the sources. Second, the procedure of generating weights in LSAY is described. (Contains 2 tables and 1 figure.) [For the full report, &quot;School Completion: What We Learn from Different Measures of Family Background. Longitudinal Surveys of Australian Youth. Research Report 59,&quot; see ED533335.]
Men Who Are Abusive to Their Female Intimate Partners: Incorporating Family of Origin Work into Group Treatment
Author: Musick-Neily, Erin Francess
Date: 2012-07-04
Type: Reports - Evaluative
Subjects: Foreign Countries,Family Violence,Interpersonal Relationship,Males,Trauma,Victims,Child Development,Group Counseling,Family Counseling,Cost Effectiveness,Outcomes of Treatment,Antisocial Behavior,Crime,Repetition,Accountability,Locus of Control,Rejection (Psychology),Attachment Behavior

This paper examines and provides a rationale for incorporating past victimization into group treatment for men who have been abusive to their female intimate partners. It begins with providing a general overview of the issue of family violence in Canada and in the U.S including statistics and an overview of group treatment effectiveness overall. It then moves into a rationale for incorporating family of origin work with a look at the impacts of exposure to family violence, the impact of trauma, and the relevance of attachment experiences. Additional theoretical rationale is also presented alongside a recognition that this kind of work seems to be rarely done within most existing treatment models. Suggestions and considerations for incorporating family of origin work are offered and finally, potential benefits and limitations are presented along with a hope for future research in the area. (Contains 1 footnote.)
Mini Technology Manual for Schools: An Introduction to Technology Integration
Author: Grismore, Brian A.
Date: 2012-07-01
Type: Guides - Non-Classroom
Subjects: Technology Uses in Education,Technology Integration,Educational Technology,Information Literacy,Administrator Guides,Technology Planning,School Administration,Staff Development,Program Development,Program Implementation,Inservice Teacher Education,Committees,Evaluation Criteria

The purpose of this manual is to assist school leaders in beginning or developing the use of educational technology within their school or district. The manual covers topics: 1) advantages of educational technology; 2) types of technology used for learning and teaching; 3) how to make good decisions about the use of technology in schools; 4) the need for and types of staff/professional development; 5) how to form a successful technology committee; 6) the role and actions of the technology committee; 7) evaluating resources and information literacy. This mini-manual will assist technology decision makers in moving forward with effective technology integration.
Beyond "Job-Embedded": Ensuring That Good Professional Development Gets Results
Author: National Institute for Excellence in Teaching (NIET)
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Faculty Development,Professional Development,Program Effectiveness,Change Strategies,Educational Strategies,Performance Factors,Delivery Systems,Program Descriptions,Effective Schools Research,Improvement Programs,Instructional Improvement,Teacher Improvement,Technical Assistance,Training Methods,Best Practices,School Support

Two recent studies by Biancarosa et al. and by Saunders et al. have finally demonstrated that "job-embedded, sustained professional development" can significantly improve student achievement. But there's a catch. In both studies, effective professional development (PD) strategies were successful only under certain circumstances or only in some schools and classrooms. The determining factor was not the quality of the PD itself, but rather the conditions under which it was delivered. It turns out that job-embedded PD can be highly effective, but only when there is a sufficient infrastructure in place to support it. The TAP system, which is managed and supported by the National Institute for Excellence in Teaching (NIET), incorporates both of the strategies that the research studies have found to be potentially effective--"collaborative learning teams and instructional coaching." But TAP also takes the next critical step by helping schools create an infrastructure that supports high-quality PD and ensures that the activities ultimately deliver positive results, both for teachers and for their students. Building on recent research, this paper describes how the TAP system enables schools to support, oversee, and reinforce job-embedded PD so that teachers and students consistently benefit from it. This paper also describes how effective PD can be aligned with teacher evaluation systems to better ensure that teachers receive specific feedback to support improvements in their practice. (Contains 6 figures and 28 footnotes.)[This analysis was funded in part by a projected, multi-year  federal Teacher Incentive Fund (TIF) grant awarded to the National Institute for Excellence in Teaching (NIET).]
A Teacher Evaluation System That Works. Working Paper
Author: Daley, Glenn
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Feedback (Response),Teacher Effectiveness,Teacher Evaluation,Academic Achievement,Teaching Methods,Best Practices,Evaluation Methods,Educational Policy,Systems Analysis,Classroom Observation Techniques,Achievement Gains,Alignment (Education),Merit Pay,Merit Rating,Program Descriptions,Program Effectiveness,Accountability,Professional Development,Data Analysis,Statistical Distributions,Scoring Rubrics,Individual Differences,Qualitative Research,Teacher Improvement,Evidence,Teacher Persistence

Status quo approaches to teacher evaluation have recently come under increasing criticism. They typically assign most teachers the highest available score, provide minimal feedback for improvement, and have little connection with student achievement growth and the quality of instruction that leads to higher student growth. A more comprehensive approach has been demonstrated for ten years by TAP[TM]: The System for Teacher and Student Advancement. This system includes both classroom observations and student achievement growth measures, provides feedback to teachers for improvement, is aligned to professional development and mentoring support, and provides metrics for performance-based compensation. This paper describes the TAP system, and examines data from a large sample of teachers to assess the distribution of TAP evaluations and their alignment to student achievement growth. We find that TAP evaluations provide differentiated feedback, that classroom observational scores are positively and significantly correlated with student achievement growth, that TAP teachers increase in observed skill levels over time, and that TAP schools show differential retention of effective teachers based on these evaluation scores. Appended are: (1) Components of the TAP Skills, Knowledge, and Responsibilities Performance Standards; and (2) Weighting in the Skills, Knowledge, and Responsibilities Score. (Contains 15 figures, 3 tables and 3 footnotes.) [For &quot;A Teacher Evaluation System That Works. Research Brief,&quot; see ED533381.]
A Teacher Evaluation System That Works. Research Brief
Author: National Institute for Excellence in Teaching (NIET)
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Feedback (Response),Teacher Effectiveness,Teacher Evaluation,Achievement Gains,Academic Achievement,Systems Analysis,Best Practices,Evaluation Methods,Classroom Observation Techniques,Outcomes of Education,Alignment (Education),Academic Persistence,Educational Practices,Educational Policy

Teachers are the most important school-related factor for student achievement gains, but evaluation of teacher performance is seldom conducted in any rigorous way. As policymakers call for a better approach to teacher evaluation, the 10-year history of TAP[TM]: The System for Teacher and Student Advancement provides an example of an integrated system for teacher evaluation and support. TAP teachers are evaluated every year through multiple classroom observations by trained and certified raters and through their contributions to student achievement growth. Based on data from TAP schools, research shows that: (1) TAP teacher evaluations provide differentiated feedback on teacher performance; (2) TAP classroom evaluations are aligned with value-added student achievement outcomes; (3) TAP teachers become more effective over time; and (4) TAP schools show higher retention of more effective teachers, and higher turnover of less effective teachers. Creating the capacity for evaluation and evaluation-guided improvement in schools requires the right tools as well as the sustained engagement of teachers and leaders. The example of TAP implies that teacher evaluation should not be pursued as a one-time, one-size-fits-all policy prescription, but should be integrated within a comprehensive, site-based system with specific practical elements to support teachers and improve teaching and learning in the classroom. (Contains 7 figures and 5 footnotes.) [For "A Teacher Evaluation System That Works. Working Paper," see ED533380.]
More than Measurement: The TAP System's Lessons Learned for Designing Better Teacher Evaluation Systems
Author: Jerald, Craig D.
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Evidence,Feedback (Response),Teacher Effectiveness,Teacher Evaluation,Achievement Gains,Academic Achievement,Evaluation Criteria,Evaluation Methods,Evaluation Needs,Evaluation Research,Measurement Objectives,Measurement Techniques,Change Strategies,Educational Change,Educational Policy,Quality Control,Clinical Supervision (of Teachers),Technical Assistance,Best Practices,Partnerships in Education,Program Improvement,Merit Rating,Formative Evaluation,Performance Technology,Job Performance

Teacher evaluation has emerged as a major focus for reform at the highest levels of education policymaking, and for good reason. Most evaluations are based on scant evidence of actual effectiveness, produce inflated ratings, and provide teachers with little useful feedback. This paper offers policymakers and practitioners important &quot;lessons learned&quot; from TAP: The System for Teacher and Student Advancement. The TAP system is a comprehensive strategy to boost teacher effectiveness through opportunities for career advancement, professional growth, performance evaluation, and competitive compensation. TAP represents the longest sustained and most successful effort to radically transform teacher evaluation using multiple measures, including student achievement gains, in the United States today. Since its inception in 2000-2001, the TAP system has grown to serve over 10,000 teachers and 100,000 students across the country, and it will expand to reach twice that many teachers and students by the 2011-2012 school year. TAP uses a comprehensive approach to teacher evaluation which considers multiple measures of performance including student achievement gains in addition to teachers' instructional practices. Recent analyses have shown that TAP's evaluation system produces much more valid performance ratings than do traditional teacher evaluations. TAP's observational measure of classroom instruction represents a true distribution of teacher performance even before &quot;value-added&quot; student learning gains are calculated. TAP's Training and Certification for Evaluators is appended. (Contains 10 figures.)
Career Planning Begins with Assessment: A Guide for Professionals Serving Youth with Educational and Career Development Challenges. Revised Edition
Author: Timmons, Joe
Date: 2005-10-00
Type: Guides - Non-Classroom
Subjects: Strategic Planning,Youth Employment,Career Planning,Testing,Career Development,At Risk Students,Youth Opportunities,Youth Problems,Administrator Guides,Curriculum Guides,Leaders Guides,Program Guides,Teaching Guides,Federal Legislation,Evaluation Needs,Vocational Evaluation,Transitional Programs,Developmental Studies Programs,Youth Programs,Testing Programs,Career Guidance,Comprehensive Guidance

To successfully make the transition from school to adult life and the world of work, adolescents and young adults need guidance and encouragement from caring, supportive adults. The best decisions and choices made by transitioning youth are based on sound information including appropriate assessments that focus on the talents, knowledge, skills, interests, values, and aptitudes of each individual. This guide will serve as a resource for multiple audiences within the workforce development system. It will be useful to policymakers, administrators, and a wide variety of youth service practitioners including teachers, transition coordinators, counselors, work experience coordinators, tutors, job placement specialists, and job coaches. The guide can be used in many settings including secondary and postsecondary education programs, school-to-work transition programs, One-Stop workforce centers, youth employment programs, community rehabilitation programs, and community-based organizations that serve youth and young adults, ages 14 to 25. For youth service practitioners, this guide will: (1) describe the purposes and dynamics of four ways to assess; (2) delineate how to select and use assessment tools, both formal and informal; (3) provide practical information about many commonly used published assessment and testing instruments; (4) describe when and how to seek help or further information about assessments; and (5) review legal issues, ethical considerations, and confidentiality as they pertain to assessment and testing. For administrators and policymakers, this guide will provide helpful information in developing: (1) practical and effective policies; (2) greater collaboration among programs; and (3) interagency assessment systems. Overall, using this guide in transition planning programs can improve: (1) the quality of services at the local level; (2) strategic planning at state and local levels; and (3) results for youth. Appended are: (1) Assessments and Federal Laws; and (2) Glossary of Terms Used in this Guide. Individual chapters contain references. (Contains 3 figures, 7 tables and 10 exhibits.) [For the previous edition, "Career Planning Begins with Assessment: A Guide for Professionals Serving Youth with Educational and Career Development Challenges," see ED485703.]
Blazing the Trail: A New Direction for Youth Development & Leadership. Summit Report
Author: Hare, R.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Adolescent Development,Youth Leaders,Youth Programs,Disabilities,Inclusion,Conferences (Gatherings),Public Policy,Cooperation,Professional Development,Agency Cooperation

The Blazing the Trail summit provided a unique experience for a national dialogue on actions that need to be taken to improve policy and practice in the youth development and leadership field, and to ensure that youth with disabilities (including those with mental health needs), are included in opportunities available to all youth. The report details the dialogue that took place among youth with and without disabilities, state and federal policy makers, and community, state, and federal organization leaders including the important priority action steps identified by the participants. These five steps are: (1) Helping youth achieve youth development and leadership outcomes; (2) Promoting youth guided/youth directed policy; (3) Inclusion of youth with disabilities; (4) Partnership development; and (5) Professional development. The report also identifies the challenges that surfaced during discussion and the next steps to be taken by all stakeholders in the field of youth development and youth leadership. Appended are: (1) Summit Sponsors, Co-Sponsors & Partners; (2) Chart A-Blazing the Trail Youth Development & Leadership Modified Outcomes; (3) Chart B-Organizational & Program Components; and (4) References. (Contains 2 charts.) [For related report, "Blazing the Trail: A New Direction in Youth Development & Leadership--Youth Call-to-Action," see ED533385.]
Blazing the Trail: A New Direction in Youth Development & Leadership--Youth Call-to-Action
Author: Katzel, A.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Adolescent Development,Youth Leaders,Youth Programs,Conferences (Gatherings),Disabilities,Inclusion

In August 2007, more than 200 youth and adults came together in Washington D.C. to discuss what action steps should be done to ensure that young people are best prepared to move successfully from youth to adulthood. A major purpose of the event, called "Blazing the Trail: A New Direction in Youth Development & Leadership," was to talk about improvements that should be made in laws, policies, and ways that adults communicate with youth. The desire to address these issues came from research that shows that youth who participate in youth development and leadership experiences are more likely to do well in school, be involved in their community, and positively transition from youth to adulthood. Some common youth development and leadership experiences may include participating in an extracurricular activity at school; taking a class for important tests like the ACT, SAT, or GED; completing an internship; or participating in a community service project. Because youth with disabilities are often not included in programs that provide these great opportunities for growth and development, a specific emphasis at the "Blazing the Trail Summit" was placed on making sure that youth with disabilities (including those with mental health needs) are included in everything that is available to all other youth. Among the variety of participants, at least 50 of the spaces were set aside for youth and young adults with and without disabilities. Other attendees included leaders in the youth development/leadership field; national, state and local youth development and leadership programs; researchers; public and private funders; representatives of Federal and state government; and family members. [For related report, "Blazing the Trail: A New Direction for Youth Development & Leadership. Summit Report," see ED533384.]
Children Who Won't Go to School (Separation Anxiety). Facts for Families. Number 7
Author: American Academy of Child & Adolescent Psychiatry (AACAP)
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Children,Early Adolescents,Fear,Separation Anxiety,Coping,Symptoms (Individual Disorders),Student Behavior,Child Behavior

Going to school is usually an exciting and enjoyable event for young children. However, for some it can cause intense fear or panic. Parents should be concerned if their child regularly complains about feeling sick or often asks to stay home from school with minor physical complaints. Not wanting to go to school may occur at any time, but is most common in children 5-7 and 11-14, times when children are dealing with the new challenges of elementary and middle school. These children may suffer from a paralyzing fear of leaving the safety of their parents and home. The child's panic and refusal to go to school is very difficult for parents to cope with, but these fears and behavior can be treated successfully, with professional help. This paper presents symptoms and behaviors that are common among children with separation anxiety disorder.