ethanporcaro/eric-fulltext-meta huggingface dataset:
Blending Assessment with Standards-Based Instruction as an Approach to Adding Equity to No Child Left Behind (NCLB)
Author: Meyen, Edward L.
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Academic Standards,Alignment (Education),Program Development,Program Implementation,Program Effectiveness,Mathematics Instruction,Mathematics Curriculum,Electronic Learning,Elementary Secondary Education,Feedback (Response),Mathematics Achievement,Tutorial Programs,Lesson Plans,Foreign Countries

The No Child Left Behind (NCLB) legislation in the United States is not equivalent to a national curriculum; however, it does set forth some conditions essential for enhancing student achievement at scale (e.g., curriculum standards, assessment standards, and expectations of compliance). The missing component within these conditions is support for teachers in translating curriculum standards into instruction so students are fairly assessed through the NCLB state assessments. This paper examines some commonalities with the Education Reform Act of 1988 and the National Literacy Strategy (NLS) implemented in England in 1998 and reports on the development, implementation, and effectiveness of the Blending Assessment with Instruction Program (BAIP). BAIP is a program designed to provide support to teachers in aligning their instruction with indicators that operationally define curriculum based standards in mathematics. The online lessons for teachers are supplemented by online instructional tutorials for students that are aligned with each lesson, designed to develop competencies in the skills, and knowledge required by indicators and standards in grades 3, 4, 5, 6, 7, 8, and high school. BAIP includes a feedback system that immediately provides individual student and aggregate performance data to teachers to enhance instructional decisions. BAIP has been beta tested in 187 schools districts with 88,700 students.
Beliefs about Language Learning in Study Abroad: Advocating for a Language Ideology Approach
Author: Surtees, Victoria
Date: 2016-04-00
Type: Journal Articles
Subjects: Student Attitudes,Study Abroad,Second Language Learning,Teacher Student Relationship,Peer Relationship,Language Attitudes,Educational Benefits,Learning Experience,Educational Policy,Student Recruitment,Travel,Self Efficacy,Cognitive Style,Personal Autonomy,Language Planning,Linguistic Theory,Socialization

Study Abroad (SA) has long enjoyed the unquestioning support of the general public, governments, and its benefits for language learning in many ways have been naturalized as &quot;common sense&quot; (Twombly et al., 2012). Language ideology scholars would say that this naturalization itself is indication that there are strong ideological forces at work (Kroskrity, 2004; Verschueren, 2012). Victoria Surtees advocates the idea that given the political push to increase the number of students studying abroad, educators must continue to critically investigate what ideological load might be permeating the SA context. In Surtees' view, by conceptualizing students' attitudes and beliefs toward language as ideological, educators can move past the actions of individuals to look at the broader processes. While it is individuals who use language ideologies as resources, individuals are never viewed as their sole proprietors or creators. For SA, this implies that students' attitudes about learning languages abroad have broader historical antecedents constructed through interactions with friends, faculty, family, media, and institutional policy. By adopting the understanding that language ideologies are necessarily partial, researchers are also forced to ask who benefits when SA is framed in this way: the students themselves, institutions, or perhaps a particular type of language learner? Surtees notes throughout this paper that a number of SA researchers have begun exploration of this process by adopting critical approaches and pointing to the broader societal discourses that shape students' experiences. A language ideological framework provides an additional theoretical tool for connecting everyday practices to broader societal discourses. Surtees challenges further research by encouraging further work to examine the ways in which recruitment documents and institutional policies shape students' expectations of their SA experience or investigate how students use circulating language ideologies to rationalize their actions or reactions during their studies and travels.
Language Networks as Complex Systems
Author: Lee, Max Kueiming
Date: 2008-00-00
Type: Journal Articles
Subjects: Language Acquisition,Network Analysis,Topology,Language Research,Semantics,Syntax,Cluster Grouping,Concept Mapping,Models

Starting in the late eighties, with a growing discontent with analytical methods in science and the growing power of computers, researchers began to study complex systems such as living organisms, evolution of genes, biological systems, brain neural networks, epidemics, ecology, economy, social networks, etc. In the early nineties, the research gradually spread into the language field. Linguistics began to simulate language networks as complex systems at word, syntactic and semantic levels. This is in contrast to the conventional Chomsky's hierarchy structure and analytical approach. Some researchers even tried to simulate the origin of language, a topic which used to be suspended in European academes a century ago. The numerous researches indicated that language networks are showing some properties of complex systems: scale-free, small world, self-organization and emergence. In this presentation, the author will argue the effects and the implications of choosing language networks as complex systems in language acquisition.
Unintended Consequences of No Child Left Behind Mandates on Gifted Students
Author: Beisser, Sally R.
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Academically Gifted,Accountability,Retrenchment,Public Opinion,Definitions,Educational Finance,Educational Trends,Special Education,Equal Education,Disproportionate Representation,High Achievement,Educational Objectives,Professional Development,Academic Standards,National Standards,Underachievement,Resource Allocation,Educational Opportunities,Federal Aid,Educational Practices,School Choice,Educational History

Since the No Child Left Behind (NCLB) legislation, education policy makers have focused on students at the lower end of the achievement spectrum, specifically those struggling to meet standards, particularly in reading and mathematics. However, those who are considered gifted have been increasingly underserved, at the expense of high ability learners in the United States. When the No Child Left Behind law was enacted in 2001, it forced schools to deeply subsidize the education of students performing below grade level. As result, gifted programs have suffered. For example, Illinois's gifted and talented programs experienced a $16 million cut and $5 million was eliminated from Michigan's GT programs. Federal spending declined from $11.3 million to $7.6 million in 2007 alone. This paper will provide historical background on NCLB and gifted education in the United States, funding trends for NCLB and gifted programs, and the impact of this legislation on our nation?s best and brightest students.
Why Band-Aids Don't Work: Analyzing and Evaluating No Child Left Behind (NCLB) in Light of Constructivist Philosophy, Theory, and Practice
Author: Shapiro, Arthur
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Constructivism (Learning),Educational Indicators,Federal Programs,Public Education,Accountability,Educational Practices,Educational Philosophy,Academic Achievement,Educational Assessment,Elementary Secondary Education

In this paper the No Child Left Behind (NCLB) Act, a top-down, one-size-fits-all coercive nostrum constructed by politicians purportedly to improve all American public schools that piddles with symptoms rather than deal with root causes, is first delineated and analyzed. Its departure from local educational governance to an accountability-focused nationalizing influence with draconian sticks and carrots is cited. Its major awards and sanctions are noted including its Annual Yearly Progress (AYP) criteria as an attempt to denigrate public education in order to privatize it. Next, the main tenets and practices involving constructivism are briefly explored, its major schools of thought mentioned, together with the nature of its resulting individualized educational practices. Last, constructivist thought is held aloft as a prism to critique NCLB and AYP, followed by conclusions and implications for fundamental policy and practice changes that depart significantly from NCLB initiatives to address basic underlying societal dysfunctions cited.
Bringing the &quot;Two Cultures&quot; Together through &quot;A World of Light and Color&quot;
Author: Mian, Shabbir M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Science Curriculum,Higher Education,Humanities,General Education,Liberal Arts,Undergraduate Students,Learner Engagement,Epistemology,Scientists,Prediction,Observation,Surveys

In the United States, the undergraduate general education curriculum by and large requires students take courses from the arts and humanities as well as the sciences in order to produce well-rounded or liberally educated individuals. This educational philosophy is in line with C. P. Snow's recommendation for increased communication between the &quot;two cultures&quot;, though the exchange of ideas may not be optimal as one would like. Most colleges and universities expect undergraduate students to take introductory science courses, sometimes designed for non-science majors. In our experience, many of these students are inadequately prepared in science and mathematics, and have weak attitudes about the nature of science and scientific inquiry. We find students in traditional lecture classes eventually lose interest in these content-driven courses, fail to see the relevance of the material they learned, and miss out on the excitement of scientific discovery. To address these concerns, we created a single-theme, general science course with the help of government and institutional funds in which non-science students engage in simple activities designed to help them understand basic light phenomena. In our course, &quot;A World of Light and Color,&quot; students learn how to think like scientists rather than simply learn about science. It is this sense of student ownership of learning coupled with carefully crafted curricular material inspired from physics education research that has made our course very successful and measurably effective. In this paper, we will present our development model, outline the structure of a typical class, provide examples of activities, and discuss assessment strategies and results.
Enhancing the Learning Proficiency of Students in Higher Education
Author: De Corte, Erik
Date: 2008-00-00
Type: Journal Articles
Subjects: Pretests Posttests,Higher Education,College Freshmen,Economics Education,Business Administration Education,Control Groups,Intervention,Academic Achievement,Experimental Groups,Educational Environment,Motivation,Teaching Methods,Thinking Skills,Problem Solving,Models,Questionnaires,Competence,Competency Based Education

Higher education is facing world-wide a number of problems such as: adjusting to larger and more homogeneous student populations, increasing the number of graduating students, and preparing them for lifelong learning. Enhancing students' learning proficiency can make a substantial contribution to solving each of these major concerns. Taking the growing knowledge based on self-regulated learning as a background, this article presents a project that aimed at the design and evaluation of a powerful learning environment for improving university freshmen's learning proficiency. More specifically the intervention in this environment focused on the trainability of four cognitive (orienting, planning, self-testing, and reflecting), and four complementary affective (respectively self-judging, valuing, coping, and attributing) skills. The effects of the learning environment were investigated using a pretest-posttest design with control group. The participants were 141 first year students of business economics. The major positive effects of the intervention on the learning proficiency and the academic performance of the students in the experimental group are summarized and illustrated mainly for two of the eight self-regulation skills, namely orienting (preparing one's learning process by examining the characteristics of a learning task) and self-judging (evaluating one's competencies in view of an accurate appraisal of the efforts needed to approach and accomplish a learning task).
Comparing International Student Friendship Networks in Buenos Aires: Direct Enrollment Programs vs. Study Abroad Centers
Author: Hendrickson, Blake
Date: 2016-04-00
Type: Journal Articles
Subjects: Comparative Analysis,Study Abroad,International Educational Exchange,International Relations,Prosocial Behavior,Transformative Learning,Cultural Awareness,North Americans,Latin Americans,Foreign Countries,Presidents,Foreign Policy,Friendship,Social Networks,Interviews,Administrator Attitudes,Program Administration,Mixed Methods Research,Longitudinal Studies,Acculturation,Online Surveys,Student Attitudes,College Students

In March of 2011 Unite States president Barack Obama announced the &quot;100,000 strong in the Americas&quot; program during his visit to Chile (U.S. State Department, 2011). The initiative's goal is to reach 100,000 U.S. students studying in Latin America and 100,000 Latin American students studying in the United States. This interchange of students, knowledge, and ideas is viewed as a positive way to increase understanding between the two regions by means of building interpersonal ties between students who are billed as future leaders. Scholars in the intercultural relations and study abroad literature describe educational exchange between countries as an activity that instills tolerance in those who participate while converting them into potential bridges between cultures (Cushner &amp; Karim, 2004). Furthermore, a plethora of studies illustrate the positive personal transformations that students undergo while learning in different countries and cultures (Hadis, 2005). Thus, Obama's proposal for improving the often strained geo-political relationships between the regions through interpersonal contact is encouraging to say the least. However, as with any picture perfect plan there are potential flaws and caveats that policy makers must consider before declaring victory. The goal of this research is to examine the foremost problem underlying this student exchange plan and undermining its potential to build intercultural understanding.
Perceptions of Safety Knowledge and Skills in Vocational Training
Author: Bani-Salameh, Zakaria
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Flight Training,Safety,Safety Education,Vocational Education,Educational Quality,Quality Assurance,Educational Technology,Models,Self Efficacy,Knowledge Level,Professional Continuing Education,Professional Development,Multimedia Materials,Questionnaires,Likert Scales,Expertise,Statistical Analysis

This research aims at investigating the perceptions towards safety knowledge and skills and perceived efficacies among flight attendants onboard. Many studies have reported deficiencies in vocational training among flight attendants to handle specific onboard emergencies, but these findings are not surprising as knowledge and skills that are not put into active use have been shown to deteriorate or decay significantly even over very short intervals. To further understand the issue, an In-flight Safety Assurance Model is presented and data were collected and analyzed following this model. The findings revealed low perception and efficacy levels which highlight the need to establish Continuous Professional Development programs through making use of educational technology and multimedia.
Music Confucius Institute: Evaluating Its Approach as an Agent for International Chinese Music Dissemination
Author: Guo, Wei
Date: 2016-00-00
Type: Journal Articles
Subjects: Music Education,Foreign Countries,Intercultural Programs,Exhibits,Cultural Awareness,International Education,Ethnography,Simulated Environment,Semi Structured Interviews,Observation,Asian Culture,Institutes (Training Programs),Confucianism,Teacher Role

The paper identifies the educational and presentational functions of the Confucius Institute (MCI) at the Royal Danish Academy of Music (RDAM) as its core approaches which mostly influence Chinese cultural dissemination in its host country. The MCI's utilization of the two dissemination approaches aligns with the &quot;receiver-centered&quot; framework introduced by Jiang and Zhang (2009), providing three concurrent strategies--Localization, &quot;Entertainalization&quot; and Regulation (LER)--in order to enhance the dissemination of Chinese culture to the general public. Through detailed analysis of somewhat limited pre-existing research findings and literature, this article makes the claim that the MCI has achieved positive results in its two functional domains, meeting its overseas audience's needs at various levels whilst supporting Chinese cultural dissemination internationally. This article concludes on the prospect that more MCIs are expected to be established around the world in order to satisfy the growing needs of authentic studies in Chinese musical traditions without travelling to China, as well as to support Chinese cultural communication with the rest of the world.
The Management of Teachers' Empowerment of State Madrasah Aliyah in Banten Province
Author: Fauzi, Anis
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Teacher Competencies,Foreign Countries,Teacher Characteristics,Interpersonal Competence,Quality Control,Total Quality Management,Strategic Planning,Performance Based Assessment,Teaching Methods,Qualitative Research,Teacher Qualifications,Socialization,Learning Theories,Improvement Programs,Secondary Education

This study aims to describe the form and the effort of empowerment management in enhancing teachers' competence at three &quot;Madarasah Aliyah&quot; in Banten province. Meanwhile, the specific objective of this study is to find out the teachers' responses in the research site about the opportunity of the academic qualification improvement and the improvement of their competence as a teacher, as well as to understand the problems of empowerment management and the improvement of teachers' competence at three &quot;Madrasah Aliyah.&quot; Data collecting techniques used in the research were: interview, observation, and documentation study. The study revealed that: the improvement program of academic qualification and teachers' competence encouraged all teachers to minimally have graduate academic qualification; The improvement of teachers, competence was carried out in integration with the duties and the major functions of teacher as a professional educator and teacher; and the efforts done by the teachers to continue their study to the graduate program which was appropriate with their major.
Design and Development of an Online Video Enhanced Case-Based Learning Environment for Teacher Education
Author: Saltan, Fatih
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Education Curriculum,Curriculum Development,Curriculum Design,Online Courses,Video Technology,Multimedia Materials,Case Method (Teaching Technique),Preservice Teacher Education,Action Research,Interviews,Questionnaires,Qualitative Research,Scaffolding (Teaching Technique),Peer Evaluation,Feedback (Response),Computer Mediated Communication,Foreign Countries

People generally prefer to use stories in order to provide context when expressing a point. Spreading a message without context is unlikely to be meaningful. Like stories, cases have contextual meaning and allow learners to see a situation from multiple perspectives. The main purpose of the present study was to investigate how to design and develop an authentic, online case-based learning environment to provide preservice teachers with the opportunity to practice their skills in real-life situations. The study employed an action research method, a form of qualitative approach. 32 pre-service teachers participated in an online, video-enhanced, case-based learning environment known as VOCABLE. Three action research cycles were conducted and at the end of each cycle, data were gathered through interviews and questionnaires. The qualitative data were analyzed using descriptive and content analysis techniques using Nvivo8 qualitative data analysis tool. The results indicated that six main factors contributed to the authenticity of the cases: commonness, providing different perspectives, filling emotion, holding experience, reflecting social facts and being multimedia. Almost all pre-service teachers (96%) agreed that getting experts' solutions was very helpful. They also emphasized the value of peer evaluation and online discussion.
The Impact of Study Abroad Experiences on Vocational Identity among College Students
Author: Kronholz, Julia F.
Date: 2016-04-00
Type: Journal Articles
Subjects: Study Abroad,College Students,Student Experience,Career Choice,Self Concept,Vocational Interests,Identification (Psychology),Career Development,Theories,Change,Student Surveys,Mixed Methods Research,Correlation

The purpose of this study was to determine preliminary findings regarding the effect of a study abroad experience on vocational identity and career decision-making as defined by Cognitive Information Processing (CIP) theory (Sampson et al., 2004). The results revealed that a study abroad experience significantly impacts college students' self-knowledge such as interests, values, and skills, and the capacity to relate self-knowledge to career options. Findings also suggest that following a study abroad experience, students possess a more positive outlook on their career options and report having a clearer picture of career goals, interests, and talents, or vocational identity. These results are consistent with previous findings, which indicate that study abroad shapes personal and career development among college students (Chapman, 2011; Dwyer &amp; Peters, 2004; Orahood, Kruze &amp; Pearson, 2004; Orahood, Woolf, &amp; Kruze, 2008). Specifically, this investigation confirms previous findings of the study abroad experience positively influencing the development of decision-making factors that impact vocational identity. This study also reveals that cognitive information processing (CIP) theory (Sampson et al., 2004) is an appropriate and useful theoretical framework to explore the relationship between study abroad and career decision-making. Career practitioners and international educators should consider collaborating to help students critically engage in their study abroad experience in a judicious manner. Pre-departure workshops that focus on the development of a career-related study abroad plan might more actively involve students in their growth of self-knowledge or options knowledge. Such a plan could provide students with a greater level of personal responsibility and awareness in their career development process.