ethanporcaro/eric-fulltext-meta huggingface dataset:
2005 Mississippi Curriculum Framework: Postsecondary Banking and Finance Technology. (Program CIP: 52.0803 - Banking and Financial Support Services)
Author: Gullett, Janet
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Financial Services,Banking,Multiple Literacies,Technological Literacy,Worksheets,Competency Based Education,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Core Curriculum,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Qualifications

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Banking and Finance Technology program is a two-year course of study designed to help present and prospective banking and finance students and employees prepare for and take advantage of the varied career opportunities available to them in the progressive field of financial services. The program is designed to provide an introduction and an overview of the financial services industry and the opportunities for the student or employee to develop basic financial knowledge and abilities, along with the required competencies and social skills necessary for employment and advancement in the field of finance. The financial services industry includes banks, savings and loan associations, finance companies, credit unions, and the financial aspects of businesses. The Standards for Banking and Finance were developed by the curriculum revision team, with input from the Banking and Finance Technology Advisory Teams at East Mississippi Community College and Pearl River Community College. Appended are: (1) Standards And Guidelines For Gerontology Programs; (2) Related Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2010 Mississippi Curriculum Framework: Postsecondary Banking and Finance Technology. (Program CIP: 52.0803 - Banking and Financial Support Services)
Author: Gullett, Janet
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Financial Services,Banking,Competency Based Education,Vocational Education,Curriculum Design,Course Descriptions,Articulation (Education),Program Descriptions,Standards,Job Skills,Postsecondary Education,Core Curriculum,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Multiple Literacies,Qualifications

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Banking and Finance Technology program is a 2-year course of study designed to help present and prospective banking and finance students and employees prepare for and take advantage of the varied career opportunities available to them in the progressive field of financial services. The program is designed to provide an introduction and an overview of the financial services industry and the opportunities for the student or employee to develop basic financial knowledge and abilities, along with the required competencies and social skills necessary for employment and advancement in the field of finance. The financial services industry includes banks, savings and loan associations, finance companies, credit unions, and the financial aspects of businesses. The Standards for Banking and Finance were developed by the Marketing Education Resource Center. The Finance Cluster Standards were specifically used in the curriculum revision. Appended are: (1) Standards for Banking and Finance; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2010 Mississippi Curriculum Framework: Postsecondary Clothing and Textile Services. (Program CIP-19.0905)
Author: Redfield, Verlene
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Consumer Science,Competency Based Education,Clothing,Vocational Education,Curriculum Design,Course Descriptions,Articulation (Education),Program Descriptions,Standards,Job Skills,Postsecondary Education,Core Curriculum,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Multiple Literacies,Qualifications,Textiles Instruction,Clothing Instruction,Needle Trades,Patternmaking,Sewing Instruction,Occupational Home Economics,Work Experience Programs

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. This program prepares individuals for entry-level occupations in clothing and textiles services including, but not limited to, construction; fabric, fabric design, and fabric care; pattern design; principles of clothing construction and selection; fitting and alterations of ready-to-wear garments; custom tailoring; clothing maintenance; home furnishings; and textiles testing. This program meets the National Standards for Family and Consumer Sciences - Textiles and Apparel. Appended are: (1) National Standards for Family and Consumer Science Textiles and Apparel; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2008 Mississippi Curriculum Framework: Postsecondary Food Production and Management Technology. (Program CIP: 12.0508 - Institutional Food Workers)
Author: Carver, Matthew
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Food Service,Competency Based Education,Course Content,Dining Facilities,Administration,Vocational Education,Curriculum Design,Course Descriptions,Articulation (Education),Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Educational Certificates,Core Curriculum,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Associate Degrees,Multiple Literacies,Qualifications,Practicums,Sanitation

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Food Production and Management Technology curriculum provides a Vocational Certificate and an Associate of Applied Science degree. Students may receive a certificate after completing 34 semester hours of vocational-technical courses. The program for an Associate of Applied Science degree is available for students completing 70 semester hours, which include 15 semester hours of academic credit. The program offers study in areas of food production, management, and service for restaurant operations, quantity food operations, and catering businesses. Emphasis is placed on technical skills in preparing students for entry-level job opportunities in production and management in both commercial and institutional food service settings. Industry standards referenced are from the National Restaurant Association Educational Foundations ServSafe[C] and ManageFirst programs. Appended are: (1) ServSafe[C] Course Content; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
Play-Based Interventions. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Evidence,Quasiexperimental Design,Intervention,Play,Early Childhood Education,Disabilities,Preschool Children,Cognitive Development,Young Children,Outcomes of Treatment,Comparative Analysis,Child Language,Reinforcement

&quot;Play-based interventions&quot; are practices designed to improve socio-emotional, physical, language, and cognitive development through guided interactive play. During play sessions, an interventionist uses strategies including modeling, verbal redirection, reinforcement, and indirect instruction to sustain and encourage child play activities. Through the use of appropriate play materials and the direction of the interventionist, the goal is for young children with disabilities to be better able to explore, experiment, interact, and express themselves. &quot;Play-based interventions&quot; can be conducted across a variety of settings, including at school or at home, as one-on-one activities between an interventionist and a child, or in small group settings. The What Works Clearinghouse (WWC) identified 62 studies of &quot;play-based interventions&quot; for preschool children with disabilities in early education settings that were published or released between 1989 and 2011. Three studies are within the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol and were reviewed for this intervention report. However, these studies do not meet WWC evidence standards. Two studies did not establish that the comparison group was comparable to the treatment group prior to the start of the intervention. One of these used a quasi-experimental design, and the other was a randomized controlled trial with high attrition. One study assigned only one unit to the treatment condition and one unit to the control condition, which makes it impossible to attribute the observed effect solely to the &quot;play-based intervention&quot;. Twenty-one studies are out of the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol because they have an ineligible study design. Thirty-eight studies are out of the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol for reasons other than study design. Four additional studies (not included in the counts above) were reviewed using the pilot Single-Case Design standards. One study meets the pilot Single-Case Design standards, and three do not meet pilot Single-Case Design standards. Single-case design studies reviewed for this intervention (but not included in this intervention report) are appended. A glossary of terms is included. (Contains 2 endnotes.)
Milieu Teaching. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Preschool Education,Behavior Modification,Teaching Methods,Preschool Children,Disabilities,Intervention,Developmental Delays,English Instruction,Language Skills,Communication Skills,Educational Research,Instructional Effectiveness

&quot;Milieu teaching&quot; is a practice that involves manipulating or arranging stimuli in a preschool child's natural environment to create a setting that encourages them to engage in a targeted behavior. For example, a teacher might place a desirable toy in a setting to encourage a student to request that toy (where requesting a toy is the desired target behavior). One hundred sixty-one studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of &quot;milieu teaching&quot; on preschool children with disabilities. One study (Yoder, Kaiser, &amp; Alpert, 1991), is a randomized controlled trial that meets WWC evidence standards. That one study is summarized in this report. No studies meet WWC evidence standards with reservations. The remaining 160 studies do not meet either WWC eligibility screens or evidence standards. Fourteen additional studies were reviewed against the pilot Single-Case Design standards. Two studies meet the pilot Single-Case Design standards, two studies meet the pilot Single-Case Design standards with reservations, and 10 did not meet pilot Single-Case Design standards. Studies reviewed against pilot Single-Case Design standards are listed in Appendix D and do not contribute to the intervention's rating of effectiveness. Appended are: (1) Summary of findings; (2) Outcome measures for each domain; (3) Findings included in the rating for the communication/language competencies domain; and (4) Single-case design studies reviewed for this intervention. A glossary of terms is included. (Contains 3 tables, 5 endnotes and 1 additional source.)
Military Education: Improved Oversight and Management Needed for DOD's Fellowship and Training-with-Industry Programs. Report to Congressional Committees. GAO-12-367
Author: Farrell, Brenda S.
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Military Service,Military Schools,Public Agencies,Fellowships,Audits (Verification),Federal Legislation,Educational Policy,Program Effectiveness,Outcomes of Education,Corporate Education,School Business Relationship,Administrator Role,Partnerships in Education,Policy Analysis,Position Papers,Content Analysis,Interviews,Administrator Attitudes,Administrator Responsibility,Change Strategies,Program Improvement,Benchmarking,Accountability,Program Administration,Outsourcing

The Department of Defense (DOD), which includes the military services, selects mid- to upper-career-level military officers to participate in fellowship and training-with-industry programs conducted at non-DOD organizations such as universities, think tanks, private corporations, federal agencies, and Congress. For some fellowships, the military departments pay a fee or tuition to the host organization. GAO was directed to review DOD's use of these programs. GAO's objectives were to determine: (1) the statutory provisions that authorize DOD's fellowship and training-with-industry programs for military officers, (2) the extent of the Office of the Secretary of Defense's (OSD) visibility over these programs, and (3) the extent to which the services are able to determine that they derive benefits from these programs. GAO analyzed relevant laws and DOD policies, collected data, and interviewed OSD and military service officials on their oversight and management roles and responsibilities for these programs. GAO is making 11 recommendations to DOD for improving oversight and management of DOD's fellowship and training-with-industry programs--for example, submitting DOD-required annual reports and performing service-required program reviews--that would enhance OSD's visibility over the programs and better position DOD to determine the extent to which it derives benefits from them. In response to a draft of this report, DOD concurred with the 11 recommendations and stated its action plan to implement the recommendations. Appended are: (1) Scope and Methodology; (2) Life-cycle Phases of a Fellowship Program; (3) Military Service Guidance on Fellowship and Training-with-Industry Programs; (4) Ethics Guidance Provided to Fellows; (5) Comments from the Department of Defense; and (6) GAO Contact and Staff Acknowledgments. (Contains 5 tables, 2 figures and 69 footnotes.)
Lessons for Louisiana from Florida's K-12 Education Revolution
Author: Ladner, Matthew
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Evidence,Public Schools,Elementary Secondary Education,School Choice,Disadvantaged,Educational Change,Scholarships,Educational Development,Educational Innovation,Adoption (Ideas),Best Practices,Effective Schools Research,School Restructuring,State Programs,Change Strategies,Academic Achievement,Educational Improvement,Improvement Programs,Cost Effectiveness,Accessibility (for Disabled),Special Needs Students,Accountability,Classroom Techniques,Educational Vouchers,Achievement Gains,Educational Policy

Louisiana has emerged as one of the most fascinating states in the nation for education reform. The state's creative response to rebuilding the New Orleans education system in the wake of Hurricane Katrina is now considered a potential model for reformers across the nation. Governor Bobby Jindal has carried the reforms further in pushing for &quot;opportunity scholarship&quot; vouchers in New Orleans, the grading of public schools A-F, and an effort to curtail social promotion of children needing additional reading intervention. More recently, Governor Jindal called for the adoption of one of the boldest parental choice measures ever: expanding the scholarship program statewide. Designed to help low- and middle-income families in underperforming public schools, this program would empower more parents to choose the best schools for their children. In considering this proposal, Louisiana policymakers would benefit from studying the policy success of a neighboring state. Florida got a big head start on Louisiana in enacting reform, and the Sunshine State's success proves that Louisiana can do better. Governor Jindal's 2012 choice initiative resembles a bolder version of one of Florida Governor Jeb Bush's signature reforms: the A+ Opportunity Scholarship Program. The figures to follow demonstrate that the Florida program helped in improving the academic performance of struggling Florida public schools. Data from the National Assessment of Educational Progress (NAEP) exams will demonstrate the benefits of Florida's head start in adopting a comprehensive set of education reforms. In addition, evidence regarding the efficacy of parental choice programs around the nation will be provided. Louisiana has adopted some key elements of the Florida reform strategy as part of the Pelican State's overall K-12 reform effort. The adoption of one the nation's largest parental choice plans will only help spur further improvement for students in need of more effective learning environments. (Contains 5 figures and 22 endnotes.)
Incorporating Technology Into the Instruction of Social Studies
Author: Goodin, Laura M.
Date: 2012-05-00
Type: Dissertations/Theses
Subjects: Feedback (Response),Middle School Students,Check Lists,Action Research,Student Reaction,Low Achievement,Educational Technology,Grade 6,Teaching Methods,Technology Integration,Social Studies,Teacher Researchers,Student Motivation,Learner Engagement,Student Surveys,Attitude Measures,Student Behavior,Computer Use,Computer Assisted Instruction,Instructional Effectiveness,Visual Aids,Internet,Multimedia Instruction,Urban Schools,Questionnaires,Pretests Posttests

In this action research project report, the teacher researcher focused on the problem of lack of achievement of students in middle school social studies classes.  The purpose of the project was to increase motivation and engagement of students by incorporating the use of technology; thereby, increasing achievement.  A total of 105 sixth-grade students participated in the study, which took place September 6th through December 16, 2011.  The teacher researcher documented low achievement in social studies by using a technology checklist, a social studies attitudinal survey, and behavior checklists.  From the tools, the teacher researcher determined that students had a 25% greater rate of recreational technology usage versus school usage.  Additionally, the teacher researcher discerned that 59% of students had social studies instruction one to three times a week, on average, as fifth graders, thus signaling limited exposure to social studies curriculum. By using the behavior checklists, the teacher researcher observed that students exhibited poor attention/concentration when traditional methods of instruction were employed.  The teacher researcher chose to use technology as a solution strategy for increasing achievement in social studies.  The following technologies were used during the intervention:  SMARTboard, WebQuest, PowerPoint, and SMART Response Interactive Student Response System or clickers.  A SMARTboard is an interactive projection display device that students interfaced with to experience a variety of activities.  A WebQuest was an inquiry-oriented activity where students got the majority of their resources online and PowerPoint software allowed them to present information in a visually engaging manner.  Finally, clickers were an interactive way for students to respond to questions, whereby results were tallied and immediate feedback given.  Counterproductive behaviors that were evident with traditional pedagogy appeared to diminish when technology methods were being used.  Disruptive behaviors decreased by nearly 45%.  The teacher researcher was professionally satisfied that all of her students had now been exposed to the four technology methods of the project.  As a result, the teacher researcher concluded that technology markedly increased motivation and engagement of students.  Three appendixes present: (1) Technology Survey; (2) Student Attitudinal Survey Regarding Social Studies; and (3) Behavior Checklist.  (Contains 6 tables and 18 figures.)