ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Second Chances: Education and Employment Strategies For People Returning from Correctional Facilities
Author: Jobs for the Future
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Reentry Students,Institutionalized Persons,Correctional Institutions,Employment Potential,Educational Opportunities,Barriers,Job Search Methods,Correctional Education,Grants,Higher Education,Paying for College,Housing,Self Disclosure (Individuals),Confidential Records,Adult Education,Youth Programs,Federal Aid

This brief highlights strategies for strengthening education and employment pathways for youth and adults returning from correctional facilities and notes key questions that new research should answer. It also explores barriers to employment for people with criminal records--whether or not they have been incarcerated--and potential policy solutions. [This brief is part of a series that highlights key issues and best practices discussed at Bridging the Gap: Postsecondary Pathways for Underprepared Learners, held recently in New Orleans.]
Promising Practices in Young Adult Employment: Lessons Learned from Manufacturing and Automotive Career Pathway Programs
Author: Wagner, Stacey
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Young Adults,Employment,Manufacturing Industry,Motor Vehicles,Labor Force Development,Partnerships in Education,Economic Development,On the Job Training,Internship Programs,Apprenticeships,Vocational Education,High School Students,Adult Education,Career Readiness,Middle School Students

The National Fund's Young Adult Initiatives aim to test and implement new strategies for targeting America's young adults and share this information so that employers and workforce development can join forces in investing in the millions of young adults across the nation. This case study focuses on promising findings from automotive and manufacturing programs supported by the Milwaukee Area Workforce Funding Alliance, the Dan River Regional Collaborative, and Workforce Central?. Drawing from these programs, this report considers which program characteristics fostered success and how other cities can design similar programs. The identified primary commonalities in this brief make their approaches to youth employment replicable: (1) workforce development aligned with economic development; (2) industry partnerships engaged in on-the-job training, internships, and apprenticeships; (3) enhanced teaching methods based on new requisite skills and employer demands; and (4) industry partnerships and education and training providers working together to engage students and graduates as participants in an employment talent pipeline.
Linear Numerical-Magnitude Representations Aid Children's Memory for Numbers
Author: Thompson, Clarissa A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teaching Methods,Memory,Numbers,Preschool Children,Elementary School Students,Socioeconomic Status,Numeracy,Knowledge Level,Mathematics Skills,Correlation,Cognitive Development,Concept Formation,Recall (Psychology),Computation,Grade 2,Age Differences

We investigated the relation between children's numerical-magnitude representations and their memory for numbers. Results of three experiments indicated that the more linear children's magnitude representations were, the more closely their memory of the numbers approximated the numbers presented. This relation was present for preschoolers and second graders, for children from low-income and middle-income backgrounds, for the ranges 0 through 20 and 0 through 1,000, and for four different tasks (number line, measurement, numerosity, and categorization) measuring numerical-magnitude representations. Other types of numerical knowledge--numeral identification and counting--were unrelated to recall of the same numerical information. The results also indicated that children's representations vary from trial to trial with the numbers they need to represent and remember and that general strategy-choice mechanisms may operate in selection of numerical representations, as in other domains. [This article was published in &quot;Psychological Science,&quot; v21 n9 p1274-1281 2010.]
Integrating Earning College Credit in High School into Accountability Systems
Author: Achieve, Inc.
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: High School Students,Dual Enrollment,College Credits,Accountability,Advanced Placement Programs,Academic Achievement,Correlation,Success,State Policy,Educational Policy,Equal Education,Educational Opportunities,Incentives

Earning college credit in high school matters to students and parents. Students who earn college credits by taking a college-level course while in high school are more likely to enter college and succeed. Through these experiences, students become familiar with college expectations, academic behaviors, and habits of mind; get a head start on postsecondary education and gain academic momentum toward a degree or credential; and begin to develop a college identity. Additionally, just as states should know whether students are progressing toward and reaching certain benchmarks of college and career readiness, they should also know whether high school students are exceeding those goals by taking the advanced courses that further solidify their transition to college and put them a step ahead once they arrive. Policymakers and educators who value this indicator for key student subgroups can drive improvements in outcomes for low-income and minority students who are historically less likely to earn a postsecondary degree or credential. There is clear evidence that earning college credit prior to postsecondary enrollment is a predictor of college success. As a result, both Achieve and Jobs for the Future have encouraged states to incorporate into their accountability systems measures related to earning college credit while in high school. This paper provides research-based guidance to states contemplating whether and how to incorporate indicators of students earning college credit during high school into their accountability systems, including through their accountability formulas and public reporting. The first section describes the three most common models of earning college credit in high school: Advanced Placement (AP), International Baccalaureate (IB), and dual enrollment. The second section describes the research that shows the positive relationship between earning college credit while in high school and later college success. The third section looks at the landscape of current state policies on incorporating college course taking into accountability systems and highlights different state approaches in both accountability formulas and public reporting. The paper concludes with a set of recommendations for states interested in valuing students earning college credit while in high school in state accountability systems and provides concrete steps for ensuring that those policies serve all students.
The Large Public University. CFO Perspectives
Author: Jessell, Kenneth A.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Public Colleges,Administrators,Educational Finance,College Administration,Administrator Role,State Universities,State Aid,Tuition,Fees,Contracts,Grants,Financial Support,Budgeting

&quot;CFO Perspectives&quot; is a series of white papers that examines at role of the CFO within different institutional or operational settings. Each white paper, available free from the National Association of College and University Business Officers (NACUBO) and released periodically during 2012, NACUBO's 50th anniversary year, focuses on the unique demands of a particular type of institution and how to manage strategy and business operations within that distinctive context. Written by authors with extensive experience in financial operations, the white papers offer insights that may prove especially helpful to new CFOs or board members, presidents, senior administrators, faculty, and staff. In &quot;The Large Public University,&quot; Kenneth Jessell provides invaluable, first-hand insights into the highly visible position of the CFO at a large public university. He explains the pivotal role that CFOs play and provides &quot;rules of thumb&quot; for colleagues to follow. Readers walkaway with tools, tips and resources to help them better understand the many processes, relationships and requirements CFOs at a large public institution face.
Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series
Author: Powell, Allison
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Blended Learning,Technology Uses in Education,Elementary Secondary Education,Conventional Instruction,Online Courses,At Risk Students,Repetition,Required Courses,Governance,Educational Quality,Accountability,Financial Support,Educational Legislation,Teaching Methods,Models,Case Studies,Barriers,Elementary Schools,Middle Schools,High Schools

In 2008, the International Association for K-12 Online Learning (iNACOL) produced a series of papers documenting promising practices identified throughout the field of K-12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K-12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches. iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K-12 education. We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments. This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K-12 education, including: Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015; Using Blended and Online Learning for Credit Recovery and At-Risk Students; Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; and Funding and Legislation for Blended and Online Education. Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K-12 blended, online, and competency education transforming teaching and learning today. Additional resources are provided. [&quot;Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series&quot; was originally written by John Watson in May 2008.]
Deeper Learning for Students with Disabilities. Deeper Learning Research Series
Author: Vaughn, Sharon
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Disabilities,Special Education,Evidence Based Practice,Educational Practices,Best Practices,High School Students,Federal Legislation,Educational Legislation,Equal Education,Outcomes of Education,Instructional Effectiveness,Class Size,Individualized Instruction,Assistive Technology

The U.S. Department of Education's Office of Special Education Programs now requires states to fully disclose the precise steps they will take to ensure better outcomes for students with disabilities. This new requirement can aid educators in implementing effective practices for providing deeper learning opportunities for these students. With the proper supports in place, such as research-based instruction that encourages supportive teaching practices, students with disabilities can meet the goals defined by advocates of deeper learning. These evidence-based instructional practices have the added bonus of benefiting &quot;all&quot; students, with &quot;and&quot; without disabilities.
A Transfer Learning Approach for Applying Matrix Factorization to Small ITS Datasets
Author: Voß, Lydia
Date: 2015-06-00
Type: Reports - Research
Subjects: Transfer of Training,Intelligent Tutoring Systems,Statistics,Probability,Matrices,Foreign Countries,Mathematics,Experiments,Performance,Prediction,Data Collection,Fractions,Task Analysis

Machine Learning methods for Performance Prediction in Intelligent Tutoring Systems (ITS) have proven their efficacy; specific methods, e.g. Matrix Factorization (MF), however suffer from the lack of available information about new tasks or new students. In this paper we show how this problem could be solved by applying Transfer Learning (TL), i.e. combining similar but not equal datasets to train Machine Learning models. In our case we obtain promising results by combining data collected of German fractions' tasks (517 interactions, 88 students, 20 tasks) with their nonexact translation of a previously American US version (140 interactions, 14 students, 16 tasks). In order to do so we also analyze the performance of MF based predictors on smaller ITS' samples evaluating their usefulness. [To view the complete proceedings, see ED560503.]
Towards Understanding How to Leverage Sense-Making, Induction and Refinement, and Fluency to Improve Robust Learning
Author: Doroudi, Shayan
Date: 2015-06-00
Type: Speeches/Meeting Papers
Subjects: Information Retrieval,Data Analysis,Learning Activities,Grade 4,Grade 5,Elementary School Students,Pretests Posttests,Hierarchical Linear Modeling,Scores,Intelligent Tutoring Systems,Teaching Methods,Mathematics Instruction,Elementary School Mathematics,Problem Solving,Technology Uses in Education,Educational Technology,Instructional Effectiveness,Models

The field of EDM has focused more on modeling student knowledge than on investigating what sequences of different activity types achieve good learning outcomes. In this paper we consider three activity types, targeting sense-making, induction and refinement, and fluency building. We investigate what mix of the three types might be most effective in supporting robust student learning. To do so, we collected data from students in grades 4 and 5 who completed sequences of activities in largely random order. Students significantly improved from pretest to posttest, suggesting that incorporating all three types can support learning gains. Using hierarchical linear modeling, we found that students who get relatively more fluency problems achieve higher posttest scores. This finding suggests that urgency-building activities are most effective in helping students learn, although our data do not allow us to conclude that fluency alone is sufficient. This work represents a step towards better under- standing what combination of different learning mechanisms may best support robust learning. [For the complete proceedings see ED560503.]
An Integrative Theory of Numerical Development
Author: Siegler, Robert
Date: 2014-00-00
Type: Journal Articles
Subjects: Numbers,Theories,Individual Development,Cognitive Development,Symbols (Mathematics),Fractions,Arithmetic,Developmental Stages

Understanding of numerical development is growing rapidly, but the volume and diversity of findings can make it difficult to perceive any coherence in the process. The integrative theory of numerical development posits that a coherent theme is present, however--progressive broadening of the set of numbers whose magnitudes can be accurately represented--and that this theme unifies numerical development from infancy to adulthood. From this perspective, development of numerical representations involves four major acquisitions: 1) increasingly precise representations of magnitudes of numbers expressed nonsymbolically, 2) linking nonsymbolic to symbolic numerical representations, 3) extending understanding to increasingly large whole numbers, and 4) extending understanding to all rational numbers. Thus, the mental number line expands rightward to encompass larger whole numbers, leftward to encompass negatives, and interstitially to include fractions and decimals. [This article was published in &quot;Child Development Perspectives,&quot; v8 n3 p144-150 Sep 2014.]
Young Children&apos;s Analogical Problem Solving: Gaining Insights from Video Displays
Author: Chen, Zhe
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Solving,Young Children,Logical Thinking,Toddlers,Learning Strategies,Visual Learning,Task Analysis,Developmental Psychology,Transfer of Training,Learning Activities,Video Technology,Visual Literacy,Educational Practices,Teaching Methods

This study examined how toddlers gain insights from source video displays and use the insights to solve analogous problems. Two- to 2.5-year-olds viewed a source video illustrating a problem-solving strategy and then attempted to solve analogous problems. Older but not younger toddlers extracted the problem-solving strategy depicted in the video and spontaneously transferred the strategy to solve isomorphic problems. Transfer by analogy from the video was evident only when the video illustrated the complete problem goal structure, including the character's intention and the action needed to achieve a goal. The same action isolated from the problem-solving context did not serve as an effective source analogue. These results illuminate the development of early representation and processes involved in analogical problem solving. Theoretical and educational implications are discussed. [This article was published in the &quot;Journal of Experimental Child Psychology,&quot; v116 n4 p904-913 Dec 2013.]
The Efficacy of Culture Based Syllabus in Teaching the Target Culture
Author: Çakir, Ismail
Date: 2015-00-00
Type: Reports - Research
Subjects: Course Descriptions,Language Teachers,English (Second Language),Second Language Instruction,Drama,Teaching Methods,Creative Writing,Qualitative Research,Cultural Awareness,State Universities,Cross Cultural Studies,Preservice Teachers,Second Language Learning,Teacher Education,Majors (Students),Foreign Countries

The aim of this study is to reveal prospective English language teachers' perceptions of a culture-oriented syllabus implemented in a foreign language context. The syllabus included drama-oriented activities, improvised writing, and a cross-cultural study focusing on teaching some pre-selected cultural elements. A total of 67 students enrolled in an English Language Teaching department at a state university participated in this study and the data was collected qualitatively. The research paradigm was used to investigate the contribution of culture-based syllabi to the development of linguistic and cultural knowledge of prospective English teachers. The study aimed to figure out the efficacy of the suggested culture-oriented syllabus. Thus the participants were requested to put forth their views stressing the three instructional activities that were specifically designed for the course. The research findings indicated that eighty-five percent of the participants were introduced to new cultural elements through the activities in which they were engaged. With regard to activities implemented in the course, it was also found that the participants were satisfied to a great extent with the syllabus, and as prospective teachers of English, they stated that they would like to implement some of them in their future career.
Effect of Inclusive Education Awareness Programme on Preservice Teachers
Author: Pingle, Sudha
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Inclusion,Preservice Teachers,Educational Opportunities,Equal Education,Preservice Teacher Education,Attitudes toward Disabilities,Special Needs Students,Quasiexperimental Design,Pretests Posttests,Questionnaires,Factor Analysis,Reliability,Statistical Analysis,Experimental Groups,Control Groups,Teaching Methods,Comparative Analysis,Program Effectiveness,Knowledge Level,Sex,Socioeconomic Status,Social Cognition,Emotional Intelligence,Outcomes of Education,Scores,Effect Size,Hypothesis Testing,Intelligence Tests

In India, the concept of inclusive education schools is gaining importance to provide equal opportunities for education for all. Aims of schools in India has is to include students with special needs in the regular classrooms. However, biggest challenge they face is lack of awareness among teachers about inclusive education. Educationists across India have felt the need to make teachers aware about inclusive education. This research paper discusses about the effect of inclusive education awareness programme, developed to create awareness among preservice teachers. Methodology used was quasi-experimental design-pretest and posttest non-equivalent group along with factorial design to study the interactive effect of moderator variables on treatment. Questionnaire on awareness about inclusive education was prepared, it comprises of 48 items, and its reliability index is 0.85 by Split-Half method and 0.88 by Cronbach's Alpha. Purposive sampling technique was used and sample consisted of 77 preservice teachers in the experimental group and 53 in the control group from two colleges offering D.T.Ed (Diploma in Teacher Education) Course. Treatment, inclusive education awareness programme was implemented using different interactive teaching methods for 52 hours across five weeks. Data was analysed using descriptive and inferential statistics t-test, ANOVA (Two-way), Wolf's test. Findings revealed that preservice teachers from experimental group have gained awareness about inclusive education to a moderate extent. No significant interactive effect of gender, socio-economic status, social intelligence, emotional intelligence and treatment was found. This confirms that treatment given to experimental group was effective.
Teacher Effectiveness and Students with Disabilities: Q&amp;A with Dr. Jacqui Kearns. REL Mid-Atlantic Teacher Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2014-03-27
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Disabilities,Interviews,Special Education Teachers,Teacher Characteristics,Student Development,Outcome Measures,Best Practices,Educational Strategies,Regular and Special Education Relationship,Inclusion,Motivation Techniques,Progress Monitoring,Data Collection

This webinar presented strategies to make the curriculum, instruction, and assessment more accessible for students with disabilities, including significant cognitive disabilities. This Q&amp;A addressed the questions participants had for Dr. Jacqui Kearns following the webinar. The webinar recording and PowerPoint presentation are also available.
Science Education and Teacher Effectiveness: Implications of the Next Generation Science Standards (NGSS): Q&amp;A with Chris Wilson, Ph.D., and Jody Bintz, M.S. REL Mid-Atlantic Teacher Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2014-09-04
Type: Reports - Descriptive
Subjects: Science Education,Teacher Effectiveness,Academic Standards,Science Instruction,STEM Education,Mathematics Instruction,Common Core State Standards,Educational Change,Inquiry,Active Learning,Science Tests,Instructional Materials,Best Practices,Faculty Development,Classroom Observation Techniques,Secondary School Science,Middle Schools,High Schools,Preservice Teacher Education,Parent Role,Program Implementation,Formative Evaluation,Correlation

This webinar explored how the Next Generation Science Standards (NGSS) provide an instructional framework to support professional growth and inform teacher evaluation systems for science instruction. This Q&amp;A addressed the questions participants had for Dr. Wilson and Jody Bintz following the webinar. The webinar recording and PowerPoint presentation are also available.