ethanporcaro/eric-fulltext-meta huggingface dataset:
The Integration of Interior Architecture Education with Digital Design Approaches
Author: Yazicioglu, Deniz Ayse
Date: 2011-05-00
Type: Journal Articles
Subjects: Foreign Countries,Interior Design,Architecture,Design,Electronic Publishing,Models,Geometric Concepts,Blended Learning,Electronic Learning,Technology Uses in Education,Technological Advancement,Educational Change

It is inevitable that as a result of progress in technology and the changes in the ways with which design is conceived, interior architecture schools should be updated according to these requirements and that new educational processes should be tried out. It is for this reason that the scope and aim of this study have been determined as being the formulation of a hybrid educational model for the integration of digital approaches to design within the interior architecture education system. Within the chosen scope and aim of this study, and as a methodology, various algorithmic and parametric approaches have been applied in various practical applications as digital design instruments, and conclusions have been reached concerning the advantages they offer within the design process. The advantages and disadvantages, concerning interior architecture education, of digital approaches to design over the traditional design method, have been presented on the basis of results found during practical applications of digital design, the information found in publications about this subject. A hybrid educational model for the restructuring with digital design instruments of interior architecture education and design studios as experimental areas has been presented. Thanks to this proposed model, the establishment of a computer formatted analytic design system in the guise of dynamic systems will get easier and, the opportunity of restructuring the process and conception of design will also present itself. As the effects of this method are reflected on the products, new geometric approaches and typologies will appear, with the result that designs and digital instruments will constantly be developed and will evolve. In conclusion, educating the designers of the future according to the essence of these approaches will make it possible to train professionals who correctly use and understand the technologies being developed, who have a critical stance, and who can produce renewable designs. (Contains 4 tables and 22 figures.)
Educational Assessment via a Web-Based Intelligent System
Author: Huang, Jingshan
Date: 2011-05-00
Type: Journal Articles
Subjects: Student Evaluation,Educational Assessment,Probability,Internet,Computer Assisted Testing,Adaptive Testing,Bayesian Statistics,Programming,Client Server Architecture,Formative Evaluation,Feedback (Response),Synchronous Communication,Science Instruction,Secondary School Science,Artificial Intelligence

Effective assessment is vital in educational activities. We propose IWAS (intelligent Web-based assessment system), an intelligent, generalized and real-time system to assess both learning and teaching. IWAS provides a foundation for more efficiency in instructional activities and, ultimately, students' performances. Our contributions are summarized as: (1) Given the causes (student knowledge levels and learning styles), BN (Bayesian Networks) technique is utilized to automatically reason on the probabilities of the presence of the effects (learning outcomes); (2) The absence of teaching practice assessments is addressed via the feedbacks from three different levels, aiming to correlate the teaching assessment with the learning assessments for the improved effectiveness in instructional activities; (3) Under a client/server architecture, IWAS is decomposed into a set of independent modules; through the standard inter-module interfaces, the flexibility of easy maintenance makes IWAS a generalized system adaptable to different domains; and (4) Web technologies are integrated to deliver the formative feedbacks to users in a timely manner. (Contains 1 table and 2 figures.)
The Importance of the Foreign Language Learning Contributing to World Peace
Author: Sahin, Yusuf
Date: 2011-05-00
Type: Journal Articles
Subjects: Intercultural Communication,Second Languages,Exchange Programs,Second Language Learning,Peace,Second Language Instruction,Role,Cultural Awareness,Cultural Differences,Bias,Conflict,War,Childrens Literature,Educational Strategies,Educational Benefits

The aim of this paper is to determine the elements which hinder peace, and emphasize the importance of the contribution of foreign language learning to international peace. Language affects the thought and behavior of human beings. The attitude of a person knowing more than one language of a position is not the same as a person not knowing a foreign language because of that the first person can comment about the position in different standpoints. He can see and evaluate the events in a much broader perspective. As knowledge gives comfort, peace and confidence to the human beings, ignorance causes repulse and revulsion. Knowing a foreign language means entering a world of human beings thinking and believing differently, accepting different life-styles, illuminating, clarifying the obscurities which cause prejudice and revealing human behaviors which seem not comprehensible whereas they are actually very easy to understand. A theory can be developed from all explanations emphasizing the contributions of knowing a foreign language to the international communication. The theory is called "push and pull theory in communication". The huge building of ignorance, which is the place of big wars and conflicts, can be eliminated through the power of love and peace language. To obtain international peace, all the nations in the world should try to maintain and create legal and social background in order to realize their common goal "international peace". All the governments should come together and develop a common program which provides a contribution to the improvement of the international peace language, which should be taught as a lesson called "common peace language" in all countries. Foreign language teaching should be started at the very early stage if possible. The children's books must contain differences that are natural but not the things to be ashamed of or things to boast about. With the contributions of all countries, a foundation can be set up so that all successful students and teachers, especially those who will be employed in education, can experience different cultures. The way to meet different cultures, named "peace tourism", should be unhampered opened. Countries should cooperate in education, and teachers' and students' exchange programs should be widely extended.
Critique of a Language-Learning Website
Author: Kan, Soh Or
Date: 2011-05-00
Type: Journal Articles
Subjects: Foreign Countries,Evaluation Criteria,Reading Skills,Listening Skills,Internet,Web Sites,Second Language Learning,Computer Assisted Instruction,Instructional Design,English for Academic Purposes,Program Evaluation,Instructional Material Evaluation,Foreign Students,College Students,Guidelines,Online Courses,Usability

Listening plays a crucial part in the learning of overseas students in the United Kingdom. Students can never follow a lecture or discussion in English without listening. Traditional classroom teaching in listening limits students' time and space. However, the Web-based listening course accommodates listeners a great deal, enabling them to access the Internet at their own pace. In this paper, the author would like to study on a language learning Website for developing learners' listening skills, designed by the CELE (Centre for English Language Education) at the University of Nottingham. In the first part, the author will review the issues concerning listening, conventional materials design, CALL (computer assisted language learning) and actual Websites established for EAP (English academic purposes). Through analysis, the author would develop a set of evaluation criteria in order to evaluate the CELE listening Website. These guidelines should also be helpful for teachers and students to select suitable online listening materials. By using these criteria and comparing with other Websites for similar purposes, the author would highlight the strengths and weaknesses of the CELE Website and offer suggestions for its improvement. In the last section, the author would consider the generalisability of the Website in respect of design principles, exercise types and tools, to check whether it is appropriate for teaching listening in a specific context and whether it is applicable for creating a parallel site developing reading skills.
Intrusive Advisement: A Necessary Process to Retain Graduate Student and Bolster Graduation Rates
Author: Zelazek, John R.
Date: 2011-05-00
Type: Opinion Papers
Subjects: Higher Education,Graduate Students,Academic Advising,College Faculty,Role,Faculty Workload,Student College Relationship,Teacher Student Relationship,Teacher Characteristics,Time Management,Recordkeeping,Computer Mediated Communication,School Holding Power,Academic Persistence,Stopouts,Context Effect,Graduation Rate

Graduate students across the world in higher education have self-selected themselves into their chosen degree programs, and each student tends to be assigned an advisor, or multiple advisors, to assist them through these programs. Graduate students tend to be self-directed and read most, if not all, of the literature supplied by an institution to guide what they should accomplish to succeed at the graduate level. However, some may merely glance over the volumes of  this material and it is not a safe assumption of the institution that the graduate student has read all the materials, much less retained every portion of what they did pursue.  A graduate advisor must be an integral part of the student's academic life, and partake in a somewhat "intrusive role" toward their advisees, to promote the retention and graduation rates of the institution. Intrusive Advisement (Glennen, 1985) illustrates the periodic and scheduled contact of the graduate student via all types of electronic means in order to monitor the student's progress and assure that each is aware of what is necessary to succeed. Simple things such as when to enroll, contact information updates, and other mundane portions of any higher education system, cannot be taken lightly. Enrollment monitoring by the advisor can save the student time, money, and academic hours when it comes to undertaking and completing the proper courses within their degree programs.   The graduate advisor, while using Intrusive Advisement, will find that the activities that they engage in are very time consuming and rarely acknowledged by their administrators as part of the faculty members normal work load. The true measure of success when applying Intrusive Advisement can only be measured in the retention and graduation rates of degree programs.
Motivating PAU Language Testing Candidates through Mobile Technology
Author: Gimenez Lopez, Jose Luis
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Language Tests,Educational Technology,Telecommunications,Handheld Devices,High School Students,Questionnaires,Student Attitudes,Student Motivation,College Entrance Examinations,Blended Learning,Usability,Pilot Projects,Computer Assisted Testing

Mobile learning permits combining the most motivating elements of online learning. When becoming a supplement to face-to-face education, it is likely to become a most motivating achievement in e-learning. Up to now, little interest and work has been posed in proposing mobile learning as a supporting element for language testing. In this paper, we introduce the concept of motivation for language testing through mobile telephone technology. The purpose of this study was to explore the acceptance of objective tasks by PAU [Pruebas de Acceso a la Universidad] candidates in an academic context. 24 students in a blended enrolled in the last high school year took a test through a mobile telephone simulator and responded to a questionnaire. Results indicate that students were genuinely interested and motivated towards independent autonomous training through mobile technology. The implications are both attractive for the different stakeholders and the educational software designers. (Contains 2 figures.) [Support for this project was provided by the Ministry of Education of Spain.]
Information Literacy Instruction in the Web 2.0 Library
Author: Humrickhouse, Elizabeth
Date: 2011-04-29
Type: Reports - Evaluative
Subjects: Constructivism (Learning),Educational Needs,Information Literacy,Teaching Methods,Library Instruction,Library Skills,Academic Libraries,Internet,Web Sites,Electronic Publishing,Research Tools,Research Skills,Educational Trends,Electronic Libraries,Generational Differences,Computer Uses in Education,Social Networks

This paper examines how library educators can implement Web 2.0 tools in their Information Literacy programs to better prepare students for the rigors of academic research. Additionally, this paper looks at transliteracy and constructivism as the most useful teaching methods in a Web 2.0 classroom and attempts to pinpoint specific educational needs of the Net generation in library information literacy programs.
Montana American Indian Student Achievement Data Report, Fall 2010
Author: Montana Office of Public Instruction
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Elementary Secondary Education,American Indians,Academic Achievement,Educational Quality,Well Being,Cooperation,Reading Achievement,Mathematics Achievement,Criterion Referenced Tests,Accountability

The well-being and accomplishment of all Montana students is vital to the future success of the state. More specifically, increasing academic achievement and providing all students with a quality education will result in the opportunity for students to have more choices beyond their K-12 experience. This is what the business of education is all about and this is the reason that administrators, teachers, support staff, school trustees, families and communities work so hard in Montana. This report is intended to enhance and support the important work of closing the American Indian Student achievement gap. With careful analysis of the following data and the appropriate collaboration and support from educators, administrators, parents, and communities, all students will become successful participants contributing to the balance both within their communities and throughout the state of Montana. (Contains 9 figures.)
Measuring Teachers' Contributions to Student Learning Growth for Nontested Grades and Subjects. Research &amp; Policy Brief
Author: Goe, Laura
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Instructional Effectiveness,Teacher Effectiveness,School Districts,Models,Test Validity,Academic Achievement,Measures (Individuals),Alignment (Education),Student Evaluation,Outcomes of Education,Educational Legislation,Federal Legislation

The growing need for more information about measuring teachers' contributions to student  learning growth, particularly in nontested subjects and grades, is the impetus for this Research &amp; Policy Brief. Although the research base in this area is disappointingly limited, the  brief includes considerations and suggestions based on current models and experiences from  the field. Although the brief is intended for use by states in developing statewide systems  and providing guidance to districts, it also may be helpful to districts charged with designing  and implementing evaluation models that fit within state and federal guidelines. This Research &amp; Policy Brief provides information about options for states to explore as well  as factors to consider when identifying and implementing measures. The brief also focuses  specifically on federal priorities to help ensure that evaluation systems meet the high expectations set for teacher evaluation. Finally, the brief emphasizes the importance of fairly measuring &quot;all&quot; teachers, including them in the evaluation process, and ensuring validity in measurement. (Contains 1 figure and 3 tables.)
Mississippi Department of Education 2011 Superintendent's Annual Report, School Year 2009-2010
Author: Mississippi Department of Education
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Superintendents,School Districts,Teacher Salaries,Statistical Data,Expenditures,Public Schools,Expenditure per Student,Costs,Educational Administration,Taxes,School Personnel,Class Size

In accordance with the requirements of Section 37-3-11 of the Mississippi Code of 1972, Annotated, this report contains pertinent financial, statistical and other important information at the state and local district levels. The following are presented for the 2009-2010 academic year: (1) Receipts for Public Schools; (2) Expenditures for Public Schools; (3) Current Statewide Operational Expenditures; (4) Expenditure Receipts by Functional Areas; (5) Expenditure Per Pupil in ADA [Average Daily Attendance]; (6) Revenue Source by District; (7) Administrative Cost; (8) District Assessment and Tax Levies; (9) Average Daily Attendance by District; (10) Net Enrollment by Grade by District; (11) Instructional Personnel by District; and (12) Classroom Teacher Count and Average Salary.
Teacher Preparation for Response to Intervention in Middle and High Schools. TQ Research &amp; Policy Brief
Author: Reschly, Daniel J.
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: High School Students,Middle School Students,Educational Needs,Intervention,Elementary Secondary Education,Federal Legislation,Disabilities,Secondary School Teachers,Classrooms,Teacher Competencies,Response to Intervention,Educational Strategies,Behavior Problems,Academic Achievement,Teacher Educators,Learning Problems,Decision Making,Identification

Response to intervention (RTI) is a decision-making process for (1) identifying gaps between current and desired results; (2) designing, implementing, and revising interventions; (3) matching the degree of educational needs to the intensity of interventions; and (4) implementing interventions at multiple tiers. The process can be applied to individuals, groups, or systems. RTI is not an intervention; rather, it is a data-based strategy to develop effective interventions and evaluate outcomes. Application of RTI principles significantly enhances the likelihood of resolving common academic and behavioral problems and improving system outcomes. Although knowledge of RTI applications at the secondary level continues to emerge, RTI implementation by secondary-level teachers has significant promise for improving interventions. RTI applications in elementary schools are generally well known and widely endorsed, but RTI applications in middle and high school classrooms are less well developed and implemented. This TQ Research &amp; Policy Brief describes the preparation of middle and high school teachers to use the RTI process to improve classroom and school results and to achieve the key goals of the Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind (NCLB) Act (2002), and the Individuals with Disabilities Education Improvement Act (IDEA, 2004). This brief is intended for teachers at the middle and high school levels and for the university faculty and continuing professional development personnel who educate teachers. &quot;Response to Intervention Innovation Configuration: Teacher Competencies&quot; is appended. (Contains 9 figures and 1 table.)
Ensuring the Equitable Distribution of Teachers: Strategies for School, District, and State Leaders. TQ Research & Policy Brief
Author: Behrstock, Ellen
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,Teacher Distribution,Minority Group Children,Teacher Recruitment,Public Education,Educational Policy,Teacher Effectiveness,Teacher Role,Equal Education,Disadvantaged,Educational Quality,Educational Administration,Teaching Conditions,School Districts

National and state-level policies recognize the critical role that talented teachers play in ensuring that all students learn and in building capacity for instructional excellence in schools. Teachers influence student learning more than any other factor in the school, and the dividends of effective teaching are cumulative (see "Defining the Terms"). A growing body of research suggests, however, that the distribution of high-quality teachers is not equitable within states, districts, or schools. Although broader social factors also contribute to student performance, public education leaders at all levels of the education system have the opportunity and obligation to improve the distribution of teachers so that minority children and those from families of low socioeconomic status are not systematically denied access to effective teachers and high-quality learning. This TQ Research & Policy Brief discusses how school and district administrators, with the support of state and federal leaders, can influence the equitable distribution of teachers through hiring, placement, working conditions, and compensation policies and practices. The brief contains the following information: (1) An explanation of the problem of inequitable teacher distribution; (2) An overview of school policies and practices that appear to contribute to equitable teacher distribution; (3) Strategies for school leaders to enhance teacher recruitment, hiring, and placement practices as well as improve working conditions; (4) Strategies for district leaders to enhance teacher recruitment, hiring, and placement practices as well as improve teacher compensation policies; (5) Strategies for state and federal leaders to facilitate district policymaking and build district capacity to support the equitable distribution of teachers; and (6) Resources to support leaders in promoting the equitable distribution of teachers. (Contains 2 figures.)
Challenges in Evaluating Special Education Teachers and English Language Learner Specialists. Research &amp; Policy Brief
Author: Holdheide, Lynn R.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Special Education Teachers,Educational Policy,Special Education,Limited English Speaking,English (Second Language),Second Language Learning,Student Evaluation,Academic Achievement,Achievement Gains,Teacher Evaluation,Measures (Individuals),Administrators,School Districts,Surveys,Teacher Collaboration,Team Teaching,Educational Legislation,Federal Legislation

Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and English language learner (ELL) specialists. Most evaluation systems focus on student achievement and teacher practice; however, few systems have the capacity to differentiate among specialty area educators, address the challenges in accurately measuring achievement growth for their students, and connect that growth to teacher effects. Questions arise as to how these interdependent foci may vary for at-risk populations and how evaluation systems should best reflect this variation. The purpose of this Research &amp; Policy Brief is to inform discussion of these issues. (Contains 4 figures and 6 tables.)