ethanporcaro/eric-fulltext-meta huggingface dataset:
Restructuring STM (Science, Technology, and Mathematics) Education for Entrepreneurship
Author: Ezeudu, F. O.
Date: 2013-01-00
Type: Journal Articles
Subjects: Chemistry,Entrepreneurship,STEM Education,Secondary School Curriculum,Secondary School Science,Curriculum Enrichment,Relevance (Education),Curriculum Development,Integrated Curriculum,Performance Factors,Barriers,Change Strategies,Educational Change,School Restructuring,Science Process Skills,Best Practices

This paper discussed the need to restructure STM (science, technology, and mathematics) education to reflect entrepreneurship. This is because the present STM education has not achieved its aim of making graduates self-reliant. Entrepreneurship education if introduced in the STM education will produce graduate who can effectively manage their personal businesses. Entrepreneurship education was explained and the advantages outlined. The paper gave an insight into what the chemistry education will look like when entrepreneurship education is included using secondary school chemistry. This situation applies to biology education and in the application of technology to teaching and learning.
Developing Writing through Reading, Talking and Listening
Author: Dobie, Margaret
Date: 2005-05-00
Type: Guides - Classroom - Teacher
Subjects: Writing Instruction,Teaching Methods,Language Skills,Writing Skills,Writing Strategies,Models,Literary Genres,Reading Writing Relationship,Writing Processes,Writing Improvement,Learning Modules,Writing for Publication,Listening,Change Strategies,Educational Strategies

People write because they have something to say, when they have a rich experience to share, or when they have ideas to clarify and record. Effective writers learn how to communicate. This applies to adults as well as children. Teaching writing is about building on the language skills that children bring with them to school. Pupils need a rich stimulus that makes them want to write and draw upon their real experience. They also need to learn the craft of writing. This package aims to share strategies such as demonstration, writing frames and models that can help pupils and teachers be aware of how to improve writing. Each section within this package can help teachers, as individuals or as members of school teams, reflect on different aspects of their approach to the teaching of writing. Experienced teachers may use it to explore and renew their own good practice. Teachers newer to the profession may draw upon the package to support their professional development and to help meet the learning needs of their pupils. There are four modules in this package. Each starts by suggesting how a teacher might use given strategies, then gives material for reading and discussion, and ends with follow-up teaching resources. Further Reading and Resources are appended.
Native American Children in Michigan
Author: Cournoyer, David
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: American Indians,Minority Group Children,American Indian Culture,Tribes,State Government,Child Development,Trauma,Stress Variables,Brain,American Indian Education,Early Childhood Education,Educational Quality,Home Visits,Food,Health Promotion,Well Being,Economic Development,Citizen Participation,Leadership Training,Health Services,Foster Care,Prevention,Obesity,Educational Attainment,Racial Discrimination,Community Characteristics,Urban American Indians,School Community Relationship,Universities,American Indian Reservations

Vulnerable children in Michigan face intersecting disparities, with race, class and geographic location often combining to limit access to health, education and economic security. Addressing this reality requires reliable and comprehensive data that can guide thoughtful action within communities and among institutions alike. To this end, the W. K. Kellogg Foundation (WKKF) has produced this report, which highlights the major programs, trends, challenges and opportunities as they pertain to Native American children. This focus on community-level knowledge is an important part of America Healing, the foundation's strategy to address historical racial and ethnic injustices while erasing disparities for children and families of color. Having long partnered with sovereign tribes to improve the lives of Michigan's youngest citizens, foundation members are proud to lift up this critical data so that it may add to important conversations and decisions made at the local, state, tribal and even national level. With input solicited from the United Tribes of Michigan, the Inter-Tribal Council of Michigan and several tribal leaders and other stakeholders  they hope that the information presented herein will help to raise awareness of the unique histories, challenges and opportunities of Native communities. With this understanding, policymakers and practitioners working with young people can collaboratively improve outcomes for Native American children while building a healthier, better educated, prosperous and inclusive Michigan. (Contains 31 footnotes.) [For &quot;Native American Children in Michigan. [Executive Summary],&quot; see ED539969.]
Relationships, Respect and Revitalization: Grantmaking Strategies--A Guide for Native American Education and Philanthropy. Observations from a Grantmakers for Education Member Briefing (Denver, Colorado, February 21-23, 2006)
Author: Adams, Nicole
Date: 2006-02-00
Type: Reports - Descriptive
Subjects: Educational Attainment,American Indians,American Indian Education,Tribally Controlled Education,Early Childhood Education,Elementary Secondary Education,Private Financial Support,Poverty,Higher Education,Teacher Education,American Indian Reservations,Reservation American Indians,Academic Achievement,Self Determination,Grants,Philanthropic Foundations,Educational History,Language Maintenance

American Indian education has an important place in U.S. education, and grantmakers can form lasting relationships with indigenous communities that will have a broad impact on not only Native education, but on education in the U.S. as a whole. These relationships can yield transformational change in Indian communities and can be rewarding for grantmakers as they see the results of their efforts and investments. American Indians have some of the lowest educational attainment rates of any ethnic group in the United States. Not coincidentally, one in four American Indians live below the poverty line, and reservation communities are among the poorest in the nation. Across all levels of education, Native people still struggle to access and succeed in education. Despite these facts, there is hope. A new era of self-determination in Indian education and growing partnerships with the philanthropic community have yielded tremendous breakthroughs in recent years. In February 2006, a Grantmakers for Education member briefing brought together grantmakers, American Indian educators, directors of innovative Native educational programs and scholars to discuss cultural and educational issues in Indian Country and appropriate strategies for grantmaking. This report is a summary of key findings from the briefing. Its purpose is to provide grantmakers with an overview of contemporary topics in Native education as well as a clear set of strategies they can employ to make policy and funding decisions in the following areas: early childhood education, K-12 education, tribal colleges and universities, post-secondary education and graduate school, language and culture, and teacher training. (Contains 13 resources.)
Emerging Good Practice in Promoting Creativity
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-03-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Evidence,Outcomes of Education,Students,Foreign Countries,Creativity,Schools of Education,Creative Thinking,Educational Assessment,Elementary Secondary Education,Teaching Methods,Staff Development

The National Priorities, published in 2001, highlight important outcomes of education in Scotland. National Priority 5 sets a clear expectation that teachers will &quot;encourage creativity and ambition&quot; in their pupils. &quot;A Curriculum for Excellence&quot; also stresses that pupils need to be able to &quot;think creatively and independently&quot; to become &quot;successful learners.&quot; In implementing the National Priorities, many schools have responded enthusiastically to the idea of promoting creativity. They have engaged in imaginative and wide-ranging practices to promote and develop creativity in learners and teachers. However, at the same time many teachers have been concerned by a lack of clarity about what creativity means and remain uncertain about the best ways to promote it. Schools and education authorities have also struggled to know how to evaluate their success in promoting creativity and have been unsure about what might be considered as evidence of that success. In response to a request from the Scottish Executive Education Department, Her Majesty's Inspectorate of Education (HMIE) has gathered evidence to: (1) identify and analyse emerging good practice in promoting creativity; and (2) provide advice on a range of issues related to creativity including learning and teaching, assessment, and current practice in evaluating success in promoting creativity. This report is based on evidence from inspections of pre-school centres, primary and secondary schools, and community learning and development (CLD). This report focuses on emerging strengths and seeks to identify the positive features of emerging practices in developing learners' creativity. A list of Useful Links are appended. (Contains 10 footnotes.)
Bringing Strategic Clarity to Your Grantmaking: Crafting and Using a Theory of Change. GFE Annual Conference (10th, San Francisco, California, November 6-8, 2006)
Author: Grantmakers for Education
Date: 2006-11-00
Type: Collected Works - Proceedings
Subjects: Conferences (Gatherings),Philanthropic Foundations,Grants,Private Financial Support,Theories,Change Strategies,Strategic Planning,Theory Practice Relationship

To provide an even more intensive learning experience at Grantmakers for Education's 2006 conference, the program featured a conference "study group." This special small-group program track focused on foundation strategy and the value of a well-crafted theory of change for increasing strategic clarity and impact. This report is intended to make the study group's learning available to more education grantmakers and other interested readers. The study group took up three major questions: (1) What is a theory of change, and why would it be useful to a foundation?; (2) How have some foundations employed a theory of change?; and (3) How would my foundation start to create a theory of change? Designed especially for leaders of small and mid-size foundations, the study group included several participants who were deeply engaged in developing theories of change or clarifying strategies for their foundations. Others were contemplating the process or seeking information to bring back to their boards and staff. The group met three times over the course of the conference for workshops and work sessions. (Contains 5 figures and 3 resources.)
Count Us in: A Sense of Belonging. Meeting the Needs of Children and Young People Newly Arrived in Scotland
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-09-00
Type: Reports - Research
Subjects: Immigrants,Teaching Methods,Secondary Schools,Foreign Countries,Educational Experience,Migrant Children,Elementary Schools,Adolescents,Interviews,Observation,Barriers,Teacher Attitudes,Nursery Schools,Educational Improvement,Expectation,Student Diversity,Educational Objectives

The HMIE study into the educational experiences of &quot;New Scots&quot; looked at the impact of the numbers of newly-arrived children and young people from migrant families on education services. The task involved a survey of all 32 local authorities and direct fieldwork with 12 local authorities. The fieldwork involved interviews with education officers, visits to a sample of schools and discussions with staff, children and parents. HMIE carried out the programme of professional engagement with education authorities and schools in the period from March to June 2008. HMIE explored key issues in addressing the needs of migrant children and young people. The specific objectives of the task included gathering information on: (1) the strategies and approaches being used; (2) the views of staff on the challenges and barriers to meeting needs; and (3) emerging good practice in meeting the needs of immigrant children and young people. The information gathered, along with evidence from general inspection visits to pre-school centres, primary and secondary schools, forms the basis of this report. The report comments on the strengths of the Scottish education system in welcoming newly-arrived children and young people and in supporting their achievements. It also shows what needs to continue to improve. This report is for all school leaders, and pastoral care, support and teaching staff in pre-school centres, primary and secondary schools. It is also for people who work in partnership with the school to support newly-arrived young people and their families. Appended are: (1) Immigration and emigration; and (2) Admissions. (Contains 2 tables and 3 footnotes.)
Native American Children in Michigan. [Executive Summary]
Author: W.K. Kellogg Foundation
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: American Indians,Minority Group Children,Tribes,State Government,Child Development,American Indian Education,American Indian Culture,Early Childhood Education,Health Promotion,Food,Racial Discrimination,Prevention,Cooperation,Communication (Thought Transfer),Parent Education

&quot;Native American Children in Michigan,&quot; provides a historical context for the tenuous relationship between Michigan's 12 federally recognized tribes and the state government, paying particular attention to the erosion of Native American education programs and the disproportionate number of Native children who find themselves in both the child welfare and juvenile justice systems. It also highlights how data on Native Americans is simply not collected by county officials, leaving policymakers ill-equipped to make informed decisions on items affecting Native children. This report also places special emphasis on the field of child development science and how researchers are finding the similarities between the best practices of the field and Native American family beliefs. The report notes that an &quot;ecobiodevelopmental&quot; framework to understanding children--where ecology, social determinants and genetics affect learning capacities and lifelong health--mirrors the Native American approach in which cognitive, physical, mental and spiritual development are key components of family life. [For the full report, &quot;Native American Children in Michigan,&quot; see ED539963.]
The Students' Views Related to the Given Homeworks in the Science and Technology Courses: A Qualitative Study
Author: Deveci, Isa
Date: 2013-01-00
Type: Journal Articles
Subjects: Student Attitudes,Content Analysis,Homework,Qualitative Research,Grade 7,Grade 8,Preferences,Educational Attitudes,Access to Information,Science Education,Technology Education,Questionnaires,Learning Activities,Science Activities,Difficulty Level,Performance Factors,Barriers,Foreign Countries

This study has been created as a qualitative search related the given homeworks in the science and technology courses in order to examine the students' views. The sample consists of 1,539 7th- and 8th- grade students in the city centre of Osmaniye. The search data is obtained from by using five open-ended questions. In the analysis of the data, content analysis method is used. As a result of the research, it is found that the students' perceptions for the homeworks are about understanding the subjects better, as reviews, responsibilities, homeworks to be done at home and doing researches. Also, it is concluded that there is a difference between the type of the homeworks given to the students and the homeworks which the students prefer doing. It is found that the students have difficulty in reaching the information from the resources, providing the tools, doing the hard homeworks, and doing the homeworks without understanding the subject. Finally, it is concluded that by these homeworks, the students understand the subject better, develop their skills (hand, research, observation, experiment, reading, and writing skills), get information about the natural events and living beings, solve tests in a shorter time, and get information about current events. (Contains 5 tables.)
A Model for Using Service-Learning in Teacher Education Programs
Author: Nelson, Regena F.
Date: 2013-01-00
Type: Journal Articles
Subjects: Stakeholders,Preservice Teacher Education,Teacher Education Programs,Low Income Groups,Preservice Teachers,Family Programs,Models,Knowledge Base for Teaching,Preschool Education,Interviews,Delivery Systems,Early Childhood Education,Educational Quality,Internship Programs,Participant Satisfaction,Program Effectiveness,Teaching Methods

The purpose of this study is to develop a service-learning model that increases preservice teachers' knowledge about communities by assisting preschool programs to provide expanded services to low-income families. The researcher interviewed key stakeholders in three preschool programs that vary in the types of family support services and use of preservice teachers as interns about their effectiveness in meeting the needs of the families at their centers. Their interview responses were used to develop a service-learning model that will help improve delivery of program services and increase students' knowledge about how to provide comprehensive support for children, families, and communities. (Contains 1 table.)
The UMR Conception Cycle of Vocational School Students in Solving Linear Equation
Author: Li, Shao-Ying
Date: 2013-01-00
Type: Journal Articles
Subjects: Student Attitudes,Vocational Schools,Problem Solving,Causal Models,Remedial Programs,Teaching Methods,Educational Practices,Interviews,Formative Evaluation,Intervention,Portfolio Assessment,Observation,Pretests Posttests,Educational Strategies

The authors designed instruments from theories and literatures. Data were collected throughout remedial teaching processes and interviewed with vocational school students. By SOLO (structure of the observed learning outcome) taxonomy, the authors made the UMR (unistructural-multistructural-relational sequence) conception cycle of the formative and development of linear equation about the learners under equality axiom. (Contains 5 tables and 2 figures.)
Who's Playing College Sports? Money, Race and Gender
Author: Cheslock, John
Date: 2008-09-00
Type: Reports - Research
Subjects: Health Care Costs,Womens Athletics,Athletes,Race,Gender Differences,College Athletics,Federal Legislation,Expenditures,High Schools,Foreign Students,Student Participation,Trend Analysis

This research is the most accurate description of college sports' participation patterns to date, shows that both men's and women's sports participation have increased over the past 25 years. It examines factors, including Title IX and athletic expenditure growth, impacting today's college sports participation trends, which vary widely by sport. Changes in high school sports participation, rising health care costs, increased numbers of international students, and college recruitment are explored, as well as the implication of these participation trends on college sports' diversity. NCAA Sports Sponsorship and Participation Rate Report is appended. (Contains 18 tables, 1 figure and 15 footnotes.)
The Portrayal of Women in Israeli Arabic Textbooks on Druse Heritage
Author: Falah, Janan Faraj
Date: 2013-01-00
Type: Journal Articles
Subjects: Females,Textbooks,Textbook Bias,Textbook Content,Textbook Research,Heritage Education,Womens Studies,Controversial Issues (Course Content),Social Attitudes,Curriculum Evaluation,Curriculum Research,Gender Issues,Gender Bias,Educational Principles,Beliefs,Arabs,Foreign Countries

Teaching heritage to a nation is important. The Israeli Arab curriculum on Druse heritage helps students connect religion with modern society. The textbooks that are still used were written in the end of the 1970s and do not reflect the changing reality of Druse women. This research shows that women must be portrayed in more diverse roles in textbooks and there must be more articles written by women. If teachers are to prepare pupils for the future, they must have more current material. If not, teachers have the obligation to model new ways of seeing women so that young Druse women can achieve equality in work and education and lead modern lives, and so that young men will accept and encourage their advancements. (Contains 1 table.)
Progress without Equity: The Provision of High School Athletic Opportunity in the United States, by Gender 1993-94 through 2005-06
Author: Sabo, Don
Date: 2011-11-00
Type: Reports - Evaluative
Subjects: High Schools,Extramural Athletics,Womens Athletics,Participation,Gender Differences,Sex Fairness,Females,Males,Youth Opportunities,Urban Areas,Suburbs,Municipalities,Rural Areas,Regional Characteristics,Geographic Regions,Fiscal Capacity,Economically Disadvantaged,Team Sports,Comparative Analysis

This first-of-its-kind report on gender and high school sports participation, "Progress Without Equity: The Provision of High School Athletic Opportunity in the United States, by Gender 1993-94 through 2005-06," flows from an analysis of high schools that is unprecedented in its national and historical scope. It uses merged data from the Civil Rights Data Collection and the Common Core of Data, which is collected by the National Center for Education Statistics. The report examines gender differences in athletic opportunity in a nationally representative sample of 24,370 public four-year high schools across 1993-94, 1999-2000 and 2005-06. Three measures of the extent of athletic opportunity are documented including the number of athletic participation opportunities, the number of teams, and the number of sports. This report was authored by Don Sabo, Ph.D., Professor of Health Policy, D'Youville College, and Phil Veliz, M.S., University at Buffalo, the State University of New York. The key findings in "Progress Without Equity" include: (1) While high schools gradually increased their allocations of athletic participation opportunities between 1993-94 and 2005-06, progress toward closing the gender gap slowed after 2000; (2) Boys received a larger proportion of athletic participation opportunities than girls did for each school year in all communities (i.e., urban, suburban, town, and rural). The lowest percentages of athletic participation opportunities occurred in urban schools, whereas the highest percentages were issued in rural schools; (3) Schools with greater economic resources provided more athletic participation opportunities for their students--both girls and boys--than their less fiscally sound counterparts; and (4) Girls were provided proportionately fewer athletic participation opportunities than boys during each school year and in all geographic regions (i.e., Northeast, Midwest, South and West). This report provides educators and policymakers at the national and state levels with new and more accurate information. The data presented here reflect the provision of athletic opportunities to U.S. girls and boys during an historical period in which the influence of Titles IX was growing. The results show that while some progress was made toward expanding the opportunity sector of interscholastic sports to include more girls between 1993-94 and 2005/06, gender equity was not achieved. Appended are: (1) Design and Data Analysis; and (2) Summary of Measurement Procedures for the Tables in this Report. (Contains 14 tables, 2 figures and 17 endnotes.)