ethanporcaro/eric-fulltext-meta huggingface dataset:
REL Pacific Research Alliances and Priority Areas
Author: Regional Educational Laboratory Pacific (ED)
Date: 2014-00-00
Type: Reference Materials - General
Subjects: Educational Research,Teacher Effectiveness,Family School Relationship,School Community Relationship,Data,Information Systems,College Readiness,Career Readiness

The mission of the Regional Educational Laboratories (RELs) is to help states, districts, and territories use data and research to improve student outcomes. RELs build capacity to do three things: (1) Use data to identify target areas for improvement; (2) Select the best approaches for improvement, drawing on credible and up-to-date research; and (3) Track the outcomes and evaluate the effects of those choices. The RELs work with their regions through Research Alliances. The Research Alliances for the Pacific RELs are presented in this document.
Reflections on Dean Truman Pierce as Educator, Boss, Mentor and Friend
Author: Watkins, J. Foster
Date: 2012-04-20
Type: Opinion Papers
Subjects: Reflection,Change Agents,Profiles,Mentors,Interpersonal Relationship,Role Models,Teachers,Friendship,Recognition (Achievement)

The author was invited to submit a reflective piece relative to his relationships with Dean Truman Pierce over the years to be presented on &quot;The 30th Anniversary Celebration of the Truman Pierce Institute&quot; at Auburn University. It was included in the program for the event.
Implementing Gmail Docs and Blogs for Enhancing Motivation towards Writing in English
Author: Gomez Zapata, Julian Esteban
Date: 2010-02-00
Type: Reports - Research
Subjects: Foreign Countries,Action Research,Student Motivation,Private Schools,English (Second Language),Interpersonal Relationship,Writing Improvement,Electronic Publishing,Web Sites,Questionnaires,Interviews,Journal Writing,Measures (Individuals),Computer Mediated Communication,Secondary School Students,Internet,Writing Skills,Learning Activities,Computer Oriented Programs,Computer Uses in Education,Student Attitudes

This action research paper dealt with how to increase motivation towards writing in English through blogs and Gmail docs in a private school in Medellín, Colombia. It was necessary to explore the concepts of &quot;social interaction,&quot; &quot;motivation&quot; and &quot;reasons for writing&quot; to understand how blogs and Gmail docs favored English writing improvement and increase in this group. A questionnaire to the whole group, interviews to two students, teacher's journal entries and students samples (blog) were used to collect data. These instruments were carried out at the beginning and at the end of the project. Conclusions were drawn concerning certain criteria and some strategies to actually increase motivation and willingness in this group of teenagers. The following are appended: (1) School syllabus and events for the project; and (2) Strategies for making Gmail docs and blog more productive.
Attitudes toward Services of State Departments of Education
Author: Bashaw, W. L.
Date: 1969-00-00
Type: Journal Articles
Subjects: Superintendents,State Departments of Education,Administrator Attitudes,Principals,Teacher Attitudes,Test Construction,Attitude Measures,Instructional Leadership,Administrator Role,Educational Administration,Likert Scales,Higher Education,College School Cooperation,Graduate Students,Factor Analysis,Public Schools,Records (Forms),Central Office Administrators,School Personnel

The structure of attitudes toward services rendered by state departments was studied in six southeastern states with a 70-item scale. Development procedures are described. The scale was administered to randomly chosen samples of superintendents (N = 671), central office personnel (N = 404), principals (N = 627), teachers (N = 3,684), and other local personnel (N = 373). Data from each group were factored and studied for dimensionality. The two factors common to all groups consisted, respectively, of positively and negatively worded items despite the fact that the instrument was developed in a way intended to minimize response set factors. A third factor dealt with university-state relationships.
Reflections of College Students about the Use of Classical Relaxing Harp Music in the Student Lounge
Author: Pelayo, Jose Maria G., III.
Date: 2014-12-00
Type: Reports - Research
Subjects: College Students,Musical Instruments,Student Attitudes,Classical Music,Stress Management,Educational Environment,Statistical Analysis,Case Studies,Foreign Countries

The research study involved sixty one (61) respondents (20 male and 41 females) Convenience sampling was used to select the respondents. All of the respondents are students of Systems Plus College Foundation taking up the subject General Psychology. Average age of the respondents is 18 years old. Based on the gathered data, all of the respondents enjoyed the music. They all wanted the music to continue in the student lounge and they all recommend it will be useful to other institutions as well. Although more research should be done about this topic, the researchers may infer that this type of music relaxes the students and creates an environment that could be beneficial to college students while they relax, review, read or research.
Entry to Vocations: Building the Foundations for Successful Transitions. Research Report
Author: Clarke, Kira
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Transitional Programs,Case Studies,Role of Education,Educational Change,Outcomes of Education,Program Effectiveness,Educational Assessment,Secondary School Students,Adolescents,Stakeholders,Career Exploration,Secondary School Curriculum,Workplace Learning

Vocational education and training (VET) in Schools is intended to provide young people with an opportunity to develop skills for a range of vocational occupations as they complete their senior secondary certificates. This report draws together findings from all three years of the &quot;Entry to Vocations&quot; research project and presents a set of implications for those stakeholders looking to strengthen VET in Schools delivery at system and practice levels. This research has focused on the 15 to 19-year old cohort and used a definition of VET in Schools that includes all vocational education and training undertaken as part of a senior secondary certificate of education. The purpose of the final year of this research was to identify possible ways to strengthen the future role of VET in Schools. The proposed approach, which has been termed &quot;foundational vocational education in secondary education,&quot; is not a prescriptive model of delivery but rather a series of evidence-based principles for ongoing policy reform of VET in Schools. This approach is grounded in an assumption that Australian senior secondary schools make a contribution to both human capability for the labour market and the development of successful learners and informed citizens. The findings of this study reinforce the need for greater alignment of the school vocational curriculum with labour market opportunities. A key challenge for all stakeholders involved in senior secondary education is how to provide high-quality workplace and career exploration as a fundamental part of the secondary school curriculum. This can be problematic when the primary mission of secondary schooling is still defined in terms of preparation for university. Throughout the &quot;Entry to Vocations&quot; research, there has been evidence that more coherent leadership is needed at the system level to support this work, particularly in relation to consistent support for career exploration and workplace learning activities.
Australian Vocational Education and Training Statistics: Young People in Education &amp; Training 2013
Author: National Centre for Vocational Education Research
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Statistics,Late Adolescents,Youth Programs,Youth Opportunities,Participation,Statistical Data,Statistical Distributions,Secondary School Students,College Students,Trainees,Adult Vocational Education,Tables (Data),Learning Activities,Apprenticeships,Participant Characteristics,Age Differences,Majors (Students),Demography

The Australian education and training system offers a range of options for young people. This publication provides a summary of the statistics relating to young people aged 15 to 19 years who participated in an education and training activity during 2013 Information on participation is presented for VET in Schools students, higher education students, apprentices and trainees, and other publicly funded vocational education and training (VET) students. Table 1 provides an estimate of participation in education and training in Australia by 15 to 19-year-olds at a point in time--August 2013. The sectoral tables (tables 2 to 10) provide statistics on all education and training activities undertaken by young people from 2009 to 2013, by sector.
Principles and Exemplars for Integrating Developmental Sciences Knowledge into Educator Preparation
Author: Snyder, Jon
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Knowledge Level,Developmental Stages,Child Development,Adolescent Development,Knowledge Base for Teaching,Teacher Competencies,Teacher Effectiveness,Vignettes,Teacher Education Programs,Educational Quality,Educational Methods,Developmental Psychology,Elementary Secondary Education

This paper makes a fundamentally simple line of empirically supported argumentation. The increasing demands for high level student learning can best be achieved by the use of the substantive research evidence of the past decade demonstrating that developmentally oriented instruction facilitates academic, behavioral, and social performance. Most educators, however, have not been prepared to apply knowledge of child and adolescent development and learning and are thus not sufficiently able to provide developmentally oriented instruction. If children, communities, and the country, are to meet their potentials, then teachers need opportunities to learn, practice, and assess their abilities to provide developmentally oriented instruction. Recent research in the fields of education and psychology clearly demonstrates the relevance and importance of addressing the full range of student development in seeking positive school outcomes for students. The country can and should build state of the art schools and debate and design strong, meaningful academic standards and robust and diversified assessment systems to help determine improvement. All of this, however, requires a clear and deep understanding of the ways in which children grow, develop, and learn. This paper develops the case that a deep consideration of this essential knowledge base is vital to the performance of educators, and, more importantly, children, in classrooms. Without such knowledge, and the capacity of educators to apply it in the service of student learning, the noblest intentions, the finest standards, and the most reliable and valid assessments cannot succeed. Toward these ends, this paper (1) provides a framework for knowledge about child and adolescent development and learning that teachers can draw upon for quality instruction and (2) concludes with a set of recommendations for how pre-service teacher education can better prepare teachers to know and effectively apply this knowledge. [For the brief report, see ED550409.]
Hispanic Participation among Bachelor&apos;s in Physical Sciences and Engineering: Results from 2002-2012 Data of the National Center for Education Statistics. Focus On
Author: Merner, Laura
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: STEM Education,Bachelors Degrees,Educational Attainment,Hispanic American Students,Physical Sciences,Engineering,Engineering Education,Disproportionate Representation,Educational Trends,Comparative Analysis,Trend Analysis

This report examines the representation of Hispanics among bachelor&apos;s degree recipients in the physical sciences and engineering in the US. Hispanics have been increasing their representation across the physical sciences and engineering at an outstanding rate. More broadly, from 2002-2012 there has been a significant increase in bachelor&apos;s degrees earned by Hispanics in the US. These statistics are important because Hispanics are considered an under-represented minority (URM) group across the physical sciences and engineering. The National Center for Education Statistics collects data on the ethnicity of all bachelor&apos;s degree recipients. This report summarizes Hispanic recipients of bachelor&apos;s degrees among 15 fields in the physical sciences and engineering.
Assessment and Academic Freedom: In Concert, Not Conflict. Occasional Paper #22
Author: Cain, Timothy Reese
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Educational Assessment,Academic Freedom,College Faculty,Outcome Measures,Governance,Tenure,Colleges,Adjunct Faculty,Teacher Role,Accountability,Academic Achievement,Outcomes of Education

Scholars and practitioners of learning outcomes assessment widely recognize the importance of faculty engagement with the planning and implementation of assessment activities. Yet garnering participation by the majority of faculty has remained a significant challenge due in part to faculty concerns over the purposes of assessment, the value that it holds, and the costs of its implementation. In this paper I consider another claim that contributes to faculty resistance: that learning outcomes assessment is a fundamental abridgment of academic freedom. Granted, assessment activities can be imposed in ways that violate faculty rights, but such a consequence is not inevitable. Faculty control of the curriculum and effective shared governance set the stage for assessment that supports and builds on the faculty&apos;s ongoing efforts while protecting their historic and essential right to academic freedom.
Guide to the TEAC Audit, 2011-2012
Author: Teacher Education Accreditation Council
Date: 2011-01-00
Type: Guides - Non-Classroom
Subjects: Audits (Verification),Guides,Inquiry,Accreditation (Institutions),Professional Associations,Check Lists,Costs,Scheduling,Feedback (Response),Teacher Education Programs,College Faculty,College Students,Schools of Education,Educational Administration,Standards,Educational Policy,Educational Principles,Program Descriptions,College Programs

This guide to the Teacher Education Accreditation Council (TEAC) audit is primarily for the faculty, staff, and administrators of TEAC member programs preparing for the audit of their &quot;Inquiry Brief&quot; or &quot;Inquiry Brief Proposal.&quot; It is designed for use in preparing for the audits that are part of both initial and continuing accreditation. It is a companion to the comprehensive &quot;Guide to TEAC Accreditation,&quot; and it complements the &quot;Handbook for TEAC Auditors.&quot; Throughout each step of the accreditation process, and especially during the audit, TEAC and program faculty should maintain open and frequent communication. For this reason, the goal of this guide is to make each step of the process clear and to make the audit process itself transparent. The guide has two main parts. The first part of the guide describes the TEAC audit in detail. It outlines the particular responsibilities of the program, TEAC staff, and the auditors, and explains each phase of the audit. This section addresses a frequent question from members, &quot;What do the auditors do?&quot; Part one closes with an explanation of the audit report and the program&apos;s response to it, including samples of the documents the auditors use in conducting the audit and arriving at the audit opinion. The second part of the guide covers practical matters such as schedule and costs. In a Q&amp;A format, this section addresses the most frequent questions members ask when they are about to enter the audit process. The section closes with a checklist that may be helpful in preparing for the audit.
The Road Less Traveled: How the Developmental Sciences Can Prepare Educators to Improve Student Achievement--Policy Recommendations
Author: Leibbrand, Jane A.
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Developmental Psychology,Child Development,Adolescent Development,Teacher Education Programs,Educational Policy,Student Needs,Elementary School Teachers,Secondary School Teachers,Accreditation (Institutions),State Policy,Teacher Education Curriculum,Teacher Certification,Teacher Effectiveness,School Turnaround,Government Role

The most important problem facing public education in the country today is: how can teachers address the needs of all learners? A 2007 report issued by the National Institute of Child Health and Human Development (NICHD) says, &quot;aspects of development--neural, cognitive, social, psychological, physical and ethical--have far-reaching effects on children&apos;s ability to learn.&quot; In other words, if teachers are to address the increasingly diverse needs of all of the children that are entering today&apos;s classrooms, they need access to scientifically-based knowledge concerning student development and learning. Many educators, however--both teachers and administrators--have not been prepared to understand and apply advances in the developmental sciences in their schools and classrooms. To address this issue, in 2007, the National Council for Accreditation of Teacher Education (NCATE) convened a national expert panel to develop recommendations for strategies to increase application of the developmental sciences in educator preparation. As part of this effort, NCATE commissioned two papers designed to bring attention to this critical need: (1) &quot;Principles and Exemplars for Integrating Developmental Sciences Knowledge into Educator Preparation&quot; (ED550392); and (2) &quot;Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy Issues and Recommendations&quot; (ED550462). This report summarizes the key points from the commissioned papers and contains the expert panel&apos;s recommendations for key stakeholders. A summary is as follows: (1) Educator preparation programs should ensure that candidates possess contemporary knowledge of child and adolescent development and understand its effective application in the PreK-12 classroom; (2) Accrediting bodies should adopt standards for educator preparation programs that incorporate specific evidence of candidates&apos; mastery of the core competencies associated with knowledge of child and adolescent development; (3) States should ensure that the knowledge base of child/adolescent development is integrated into all routes to teaching; and (4) When relevant, explicit use of &quot;knowledge and application of the contemporary developmental sciences knowledge&quot; should be added to review criteria for U.S. Department of Education grant programs, particularly those that pertain to educator preparation and evaluation and to school turn-around. A list of selected references from the two commissioned papers is included.
Principles and Exemplars for Integrating Developmental Sciences Knowledge into Educator Preparation. [Brief]
Author: Watson, Bernardine H.
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Child Development,Adolescent Development,Developmental Psychology,Academic Standards,Vignettes,Teacher Education Programs,Elementary School Teachers,Secondary School Teachers,English Language Learners,Student Diversity,Curriculum Development

Recently, in an effort to improve the education and subsequent life opportunities of our nation&apos;s children, 48 states have committed to use newly developed, common national academic standards and possibly institute some common measures for assessing student learning related to these standards. This is an impressive undertaking. However, research over the past decade indicates that this effort is more likely to be successful if it is grounded more deeply in the science and principles of the developmental sciences. A recent report by the National Institute for Child Health and Human Development (NICHD) says &quot;current research points to the fact that aspects of development--neural, cognitive, social, psychological, physical and ethical--have far-reaching effects on children&apos;s ability to learn.&quot; In other words, educators need access to scientifically based knowledge about how students develop and learn in order to improve students&apos; ability to engage with and learn from the curriculum. But many educators--teachers and administrators--have not been prepared to understand and apply developmental sciences knowledge in their classrooms and schools. This brief focuses on how professional education programs can help educators acquire and apply knowledge about child and adolescent development to support all the students in their care. Following a vignette that illustrates effective application of child developmental principles, the authors (1) identify some of the general areas of child and adolescent development and learning that will assist educators in helping students achieve their goals and become productive citizens; (2) discuss how educator preparation programs can be designed to help PreK-12 educators use this knowledge to create successful classroom and school environments; and (3) provide examples of how child and adolescent development science and principles are being integrated into actual educator preparation programs. They conclude with policy recommendations for how educator preparation programs and accrediting bodies can advance teacher knowledge and application of child and adolescent development. This brief is a summary of &quot;Principles and Exemplars for Integrating Developmental Sciences Knowledge into Educator Preparation&quot; (ED550392). It includes highlights and policy recommendations contained in that paper.
Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy Issues and Recommendations
Author: Pianta, Robert C.
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Developmental Psychology,Child Development,Adolescent Development,Teacher Education Programs,Educational Policy,Outcomes of Education,Accreditation (Institutions),Educational Assessment,Teacher Education Curriculum,Educational Practices,Teaching Methods,Debate,Elementary School Students,Middle School Students,Academic Standards,State Standards,State Policy,Teacher Evaluation,Teacher Certification,Teacher Educators,Capacity Building,Educational Resources,Partnerships in Education,Government Role

This is the second of two reports commissioned by the National Council for the Accreditation of Teacher Education (NCATE) intended to address the dire need for teacher preparation policy and programs to reflect recent advances in scientific knowledge of child and adolescent development. In the first report, &quot;Principles and Exemplars for Integrating Developmental Sciences Knowledge into Educator Preparation&quot; (ED550392), Jon Snyder and Ira Lit (2010) summarize the scientific support for knowledge of child and adolescent development as a primary focus of teacher preparation programs. In this report Robert C. Pianta, Randy Hitz, and Blake West focus on the implications of this science for policy. They point out that, first: the last two decades have produced new understandings of child and adolescent development and learning based on extensive and rigorous scientific study; and second, the accountability movement in education will soon address the need to reconceptualize and reassess educational outcomes in ways that emphasize students' advanced cognition and conceptual understanding, capacity to work in teams and groups, leadership and motivation, skilled communication, and proficiency with digital media and technology. This report offers several illustrations depicting the reality and consequences of the absence of systematic or programmatic linkage between the science of child and adolescent development and teacher preparation, and then moves into implications for policy-making at federal and state levels, in accreditation, and in teacher preparation programs. Recommendations from the expert panel to key stakeholders are included. [For the brief report, see ED550465.]