ethanporcaro/eric-fulltext-meta huggingface dataset:
The Current Situation of Field Experience in a Five-Year Science Teacher Education Program in Thailand
Author: Faikhamta, Chatree
Date: 2011-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Teaching,Student Teachers,Teacher Education Programs,Participant Observation,Learning Processes,Foreign Countries,Science Teachers,Field Experience Programs,Questionnaires,Preservice Teachers,Student Teacher Attitudes,Interviews,Participant Satisfaction,Teacher Characteristics,Cooperating Teachers,Performance Factors,Barriers,Achievement Gains

This research explored the current situation in managing the field experience of a five-year science teacher education program in one university in Thailand. A number of methods were used to assess field experience situation: (1) a questionnaire on the perceptions of pre-service science teachers of field experience management; (2) participant observation at seminars; (3) interviews; and (4) analysis of supervisory comments on student teachers' teaching performance. The findings indicated that the pre-service science teachers had a high level of satisfaction with the amount of practice and with their own teaching characteristics. However, during their student teaching, they could not define clear and expected learning outcomes in lesson planning. They did not probe students' prior knowledge, rarely asked questions, could not manage a classroom and held misconceptions of science concepts. Despite the struggles, pre-service did improve their ability to develop: lesson planning techniques; teaching strategies; student learning processes; classroom management skills; and the incorporation of instructional material. [The research upon which this article is based was funded by TRF (Thailand Research Fund), Project-MRG5180335 (2008-2009).]
Automotive Service Technician. Program CIP: 47.0604 - Transportation
Author: Agee, Kelly, Ed.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Auto Mechanics,Motor Vehicles,Courses,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,College Readiness,Scoring Rubrics,Check Lists,Federal Legislation,Educational Legislation,State Legislation,Technological Literacy

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Automotive Service is a pathway for students in the Transportation career cluster. The Automotive Service pathway includes classroom and hands-on experiences that prepare students for employment or continuing education in the auto service industry. This program was written to incorporate the National Institute for Automotive Service Excellence (ASE) learning objectives/content and hours. Any student who successfully completes this program will be eligible to apply to obtain the ASE exams. ASE requires 2 years of employment before certificates are issued. Students receive 1 year of credit for completion of the secondary program. Students who take certifications before the 2-year requirement is met will be granted certifications after they complete 1 year of automotive employment. This is a national certification program recognized throughout the automotive service industry. Each district should implement a maximum student number due to the size of each lab. Appended are: (1) 21st Century Skills Standards; (2) Academic Standards; (3) ACT College Readiness Standards; (4) 2005 Automotive Service Program Standards; and (5) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 1 footnote.)
ME (Multicultural Education) Should Be Number One Goal in Every Classroom
Author: Quarles, Peggy D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Multicultural Education,Cultural Pluralism,Social Justice,Role of Education,Global Approach,Social Values

Our country and hence our classrooms are not monocultural, but are an amalgamation of many cultures (Hanley, 1999). The only thing to come from a dominant culture, one where other cultures are less than only creates aggression, antagonism and resistance (Hanley, 1999). One place where ME (multicultural education) can begin is in the classrooms across the USA. We need to remember that we can learn so much from each other.
Polymer Science. Program CIP: 15.0607
Author: Mississippi Department of Education, Office of Vocational and Technical Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Plastics,Manufacturing,Trade and Industrial Education,Courses,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,College Readiness,Scoring Rubrics,Check Lists,Federal Legislation,Educational Legislation,State Legislation,State Standards,Technological Literacy

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Polymer Science is an instructional pathway that introduces an individual to the field of plastics and polymer materials manufacturing. The pathway allows an individual to prepare for employment or continued education in the occupations of plastics and polymer materials manufacturing. The pathway is designed to provide students with hands-on experiences related to the application of polymer science concepts in the workplace. Students will develop academic and technical skills, 21st century skills, and human relations competencies that accompany technical skills for job success and lifelong learning. Students who complete the pathway will be better prepared to enter and succeed in related programs offered by Mississippi community and junior colleges and institutions of higher education. Appended are: (1) 21st Century Skills Standards; (2) Mississippi Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; (5) National Educational Technology Standards for Students; (6) Polymer Standards for the State of Mississippi. A list of references is provided for each unit.
Turning around Low-Performing Schools in Chicago. Summary Report
Author: de la Torre, Marisa
Date: 2012-02-00
Type: Reports - Research
Subjects: School Closing,Urban Schools,High Schools,Middle Schools,Intervention,Elementary Schools,Educational Change,Academic Achievement,Low Achievement,Program Effectiveness,Scores,School Organization,Teachers,School Turnaround,Comparative Analysis,Educational Improvement,Educational Trends,Trend Analysis,Enrollment,Mathematics Achievement,Reading Achievement,Attendance

The University of Chicago Consortium on Chicago School Research and the American Institutes for Research (AIR) partnered to examine five different models initiated by the Chicago Public Schools (CPS) in 36 schools. CPS was an early adopter of dramatic intervention strategies in low-performing schools, and the reforms in this study were implemented between 1997 and 2010. All of the schools were identified as chronically low performing and were reformed in ways consistent with the elements described in the school improvement models recommended by the federal government. The goals of the study were to make clear how school reform occurred in Chicago--showing the actual changes in the student population and teacher workforce at the schools--and to learn whether these efforts had a positive effect on student learning overall. Since 1997, CPS has initiated five distinct reforms that aim to dramatically improve low-performing schools in a short time. These initiatives are Reconstitution (seven high schools), School Closure and Restart (six elementary schools and two high schools), placement into the School Turnaround Specialist Program (STSP) model (four elementary schools), placement into the Academy for Urban School Leadership (AUSL) model (ten elementary schools and two high schools), and placement into the CPS Office of School Improvement (OSI) model (two elementary schools and three high schools). Main findings from the study include: (1) Elementary/middle schools that went through reform made significant improvements in test scores compared with similar schools that did not; however, large improvements did not occur immediately in the first year; (2) High schools that underwent reform did not show significant improvements in absences or ninth grade on-track-to-graduate rates over matched comparison schools, but recent high school efforts look more promising than earlier ones; (3) Schools that underwent reform generally served the same students as before intervention, with the exception of one model of reform; (4) Schools under the Closure and Restart model experienced substantial changes to their student body composition; (5) The vast majority of teachers in schools under Closure and Restart, AUSL and OSI models were not rehired after reform; and (6) The teacher workforce after intervention across all models was more likely to be white, younger, and less experienced, and was more likely to have provisional certification than the teachers who were at those schools before the intervention. School-by-School Changes in Student Achievement are appended. (Contains 1 table, 9 figures and 6 endnotes.)
Addressing the STEM Workforce Challenge: Missouri. BHEF Research Brief
Author: Business-Higher Education Forum
Date: 2012-01-00
Type: Reports - Research
Subjects: African American Students,Global Approach,Federal Government,Grade 12,STEM Education,Labor Force,High School Seniors,High School Students,Secondary Education,Higher Education,Mathematics Achievement,Males,Comparative Analysis,Innovation,Females,Two Year Colleges,Disproportionate Representation,Hispanic American Students,White Students,Asian American Students

While states and the federal government have put efforts in place to increase the size of the workforce trained in science, technology, engineering, and math (STEM) to meet innovation demands, there continues to be a nationwide shortage of students who are interested in and prepared for such careers. Missouri is no exception to this problem, one which threatens to impact the country's ability to compete in the global economy. The percent of Missouri 12th graders with both interest in and skills for success in STEM is low. Only 17 percent of Missouri 12th grade students are both proficient in math and interested in STEM, mirroring the nation. Overall, a huge number of Missouri students--71 percent--are not interested in STEM at all. Missouri's African American students are far less likely than their peers to have the math proficiency necessary to pursue STEM education. Missouri's female students are underrepresented in STEM interest and math proficiency. Few students enrolled in Missouri's two-year college programs are academically ready for STEM. Many math-proficient Missouri students already enrolled in four-year colleges are not interested in STEM. Many Missouri students are on the edge of both math proficiency and STEM interest. (Contains 3 figures and 1 footnote.)
Validation of Goal Orientation Measure in PALS among Latino Adolescents Participating in a College Outreach Program
Author: Rinthapol, Nida
Date: 2011-00-00
Type: Journal Articles
Subjects: Outreach Programs,Validity,Goal Orientation,Factor Analysis,Psychometrics,Hispanic American Students,Adolescents,Reliability,Immigrants,Measurement,Access to Education,Disproportionate Representation,Measures (Individuals),Learning Processes,Program Descriptions,Program Improvement

The study will incorporate psychometric methods to examine the validity and reliability of the GO (goal orientation) measure which called PALS (pattern of adaptive learning survey) among immigrant youth. Previous research has not focused on the reliability and validity of the PALS for using with Latino students. Internal consistency reliability estimates of three different goal orientation measures assessed by the PALS using Cronbach's alpha. Factor analysis was used to verify that the three goal orientation measures represented separate dimensions. The verification of cultural validity in GO measurement helps us learn about how students participating in the program learn and process information and how we can further improve the program by tailoring it to the needs of students from historically underrepresented groups and enhance their access to higher education. (Contains 2 tables.)
Reconceptualizing Science Classroom Discourse towards Doing Science through a Game-Based Learning Program
Author: Jan, Mingfong
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Role Playing,Epistemology,Science Instruction,Educational Games,Teaching Methods,Discussion (Teaching Technique),Theories,Language Usage,Classroom Communication,Chemistry,Secondary School Science,Educational Technology

There is a need for schools to engage students in constructing scientific theories like practicing scientists in order to excel in the 21st century knowledge economy. An approach to engage students in constructing scientific theories is to enculturate students in doing science with language, which differs from the mainstream classroom discourse--talking about science. In terms of doing science with language, young people use language to produce scientific knowledge like practicing scientists. When it comes to talking about science, students learn to master science knowledge constructed by scientists, eventually leading to a positivist epistemology and consumer identity. In this paper, we conceptualize an approach to design science classroom discourse toward doing science and instantiate the conceptualization with a game-based learning program. The result is eight two-hour sessions chemistry program that is revolved around a six-level role-playing computer game--the &quot;Legends of Alkhimia&quot;. (Contains 2 tables and 1 figure.) [This research is supported by a grant from the National Research Foundation/Ministry of Education IDM (Interactive Digital  Media) Projects in Singapore.]
INSET (In-Service Education and Training) and Professional Development of Teachers: A Comparison of British and Turkish Cases
Author: Altun, Taner
Date: 2011-00-00
Type: Journal Articles
Subjects: Faculty Development,Inservice Teacher Education,Comparative Analysis,Foreign Countries,Cross Cultural Studies,Literature Reviews,Teacher Improvement,Educational History,Cultural Differences

This study aimed to elaborate on the practices of INSET (in-service education and training) activities based on two different countries. The UK example has been taken as the practice of a developed and more advanced system, and the Turkish example of INSET is taken as the developing one. The study is based on analysis of literature search. The study starts with a brief articulation of teachers' needs in professional development and elaboration on possible contributions of INSET for developing teachers. Then, historical developments in INSET provision in the UK for last two decades will be considered. After that, because of the more gained attention of school-based in-service education in recent years, the school-based form of INSET, its possibilities and limitations are considered. The similar procedure follows in complementary sections in order to explain the current INSET practices in the Turkish educational system. The study concludes with some critical remarks on the issue being explored and some practical suggestions for effective INSET are made at final section. (Contains 2 tables.)
Our Students Suffer from Both Lack of Knowledge and Consistency: A PPT (Potential Performance Theory) Analysis of Test-Taking
Author: Rice, Stephen
Date: 2011-00-00
Type: Journal Articles
Subjects: Performance,Test Theory,Reliability,Knowledge Level,Test Wiseness,Undergraduate Students

Test scores are used to assess one's general knowledge of a specific area. Although strategies to improve test performance have been previously identified, the consistency with which one uses these strategies has not been analyzed in such a way that allows assessment of how much consistency affects overall performance. Participants completed one of many exams over a variety of educational subjects. PPT (Potential Performance Theory) (Trafimow &amp; Rice, 2008; 2009) was used to analyze their scores. Results indicated that consistency played a large role in affecting observed performance. Had participants been perfectly consistent, their observed performances would have been significantly higher. Analysis of sample individual data revealed that different individuals need to work specifically on either consistency, content knowledge, or both. (Contains 2 tables and 2 figures.)
Collision Repair Technology. Program CIP: 47.0603
Author: Agee, Kelly, Ed.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Auto Mechanics,Motor Vehicles,Courses,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,College Readiness,Scoring Rubrics,Check Lists

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Collision Repair is a pathway for students in the Transportation career cluster. The following description is from the current Standard Course of Study for Career-Technical Education, Mississippi Department of Education. Collision Repair is a hands-on program that will prepare students for employment or continuing education in the collision repair industry. The content is based on industry content. The content consists of fundamentals; mechanical/electrical components; nonstructural analysis and damage repair; structural analysis and damage repair; and painting and refinishing. Appended are: (1) 21st Century Skills Standards; (2) MS Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. A list of references is provided for each unit.
Diesel Service Technician. Program CIP: 47.0605
Author: Agee, Kelly, Ed.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Auto Mechanics,Engines,Hydraulics,Courses,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,College Readiness,Scoring Rubrics,Check Lists,Federal Legislation,Educational Legislation,State Legislation,State Standards,Technological Literacy

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act IV, 2007; and No Child Left Behind Act of 2001). Diesel Service Technician is a pathway for students in the Transportation career cluster. This pathway is designed for students who wish to diagnose and repair the systems and components related to diesel  engines. The pathway emphasizes the techniques and tools used in servicing diesel systems and components. Both theoretical learning and activity-based learning are provided for students who wish to develop and enhance their competencies and skills. The courses focus on the basic areas of diesel engine components, electrical and electronic systems, and hydraulics. Exposure to state-of-the-art equipment is given through advice by experts from industry. The comprehensive project component provides practical experience toward developing a portfolio of work. Appended are: (1) 21st Century Skills Standards; (2) MS Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. A list of references is provided for each unit.
EFL (English as a Foreign Language) Classroom Discourse Analysis of a Vocational College and Some Reflections
Author: Xin, Liu
Date: 2011-00-00
Type: Journal Articles
Subjects: Discourse Analysis,English (Second Language),Second Language Instruction,Teaching Methods,Second Language Learning,Classroom Communication,Vocational Education,Language Teachers,Questioning Techniques

The application of classroom discourse analysis of foreign language teaching and learning can reveal much about how teachers perform in their teaching practice and how to make improvement. In this paper, the author tries to reveal the present state of EFL (English as a foreign language) classrooms in a vocational college from the angle of classroom discourse analysis, especially the aspect of TT (teacher talk), and provides some suggestions. (Contains 3 tables.)