ethanporcaro/eric-fulltext-meta huggingface dataset:
Ninth-Graders' Mathematics Coursetaking, Motivations, and Educational Plans. Stats in Brief. NCES 2015-990
Author: Hudson, Lisa
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,High School Students,Course Selection (Students),College Attendance,Demography,National Surveys,Longitudinal Studies,Socioeconomic Status,Student Motivation,Student Interests,Correlation,Comparative Analysis,Response Rates (Questionnaires),Predictor Variables,College Bound Students,Noncollege Bound Students,Grade 9

Research indicates that mathematics coursetaking is related to positive academic and economic outcomes. Studies have found that high school students who take more rather than fewer mathematics courses are more likely to attend college and to have higher levels of educational attainment. Research also suggests that high school students who complete higher level mathematics courses are more likely to attend college than are those who complete lower level mathematics courses, and are more likely to graduate from college. For several decades, national longitudinal surveys have collected data on high school mathematics coursetaking and student demographics. Using these data, researchers have consistently found that students from lower socioeconomic status (SES) backgrounds take lower level courses than do those from higher SES backgrounds. This Brief uses more recent national data that include a new series of survey items to explore students' mathematics coursetaking and their motivations for this coursetaking. Previous research on students' course-taking motivations has been mostly qualitative and has focused on the expectations of school staff, parents, and peers. Using the new data, this Brief is able to examine a broad range of student-reported motivations for mathematics course-taking. Of particular interest here is how mathematics coursetaking, motivations for this coursetaking, and students' plans for after high school interact. The Brief explores this issue in several ways. First, it examines the relationship between students' coursetaking and their plans for the year after high school. Second, it examines self-reported motivations for coursetaking and their relationship to future plans. Finally, previous research has shown that students from higher SES backgrounds pursue more education than those from lower SES backgrounds, which might explain SES differences in mathematics coursetaking. This Brief examines whether SES differences in mathematics coursetaking remain when comparing students with the same plans for after high school. Data for this Brief were derived from the Base-Year collection of the High School Longitudinal Study of 2009 (HSLS:09). In addition to examining students overall, the rest of this Brief focuses on the three groups of students with definite college or career plans for the year after high school: those planning to enroll in a bachelor's degree program (45 percent of ninth-graders); those planning to enroll in an associate's degree program (17 percent); and those planning to work without enrolling in further education (22 percent).
Untapped Resources: Internationalization of the Curriculum and Classroom Experience: A Selected Literature Review. CBIE Research Millennium Series No. 7
Author: Bond, Sheryl
Date: 2003-00-00
Type: Information Analyses
Subjects: Literature Reviews,Educational Research,International Education,Global Approach,Higher Education,Educational Resources,Curriculum,Curriculum Development,Ambiguity (Context),Context Effect,Outcomes of Education,Teacher Role,Change Strategies,Educational Change,Educational Practices,Resistance to Change,Instructional Innovation,Classroom Techniques,Educational Strategies,Educational Experience,Foreign Countries

An increasing body of literature on internationalization is now available. Aiming to raise awareness of existing resources, this paper provides a comprehensive review of North American literature in the field of curriculum internationalization. The objectives of the review are threefold. First, it is the author's intent to make the literature more accessible. In preparing the literature review, it became evident to the author that access to the literature can be problematic. The next objective is to bring to the attention of faculty members across the country the varied, rich, and sometimes conflicting literature on the internationalization of the curriculum, and to identify gaps therein. The final objective is to draw general conclusions, which can lead to discourse, debate and the further development of the literature. The selected review of the literature is organized thematically, and includes: (1) Confusion over meaning; (2) The global context and learning outcomes; (3) The role of faculty in internationalizing the curriculum; (4) Approaches to internationalizing the curriculum; (5) Resistance to curricular and pedagogical reform; (6) Strategies to internationalize instruction and the classroom experience; and (7) Untapped resources and other conclusions. [CBIE acknowledges the contributions of the Canadian International Development Agency to the publication of this research paper.]
Presented by REL Pacific at McREL: Available Resources and Work in Progress. Research Digest. Volume 2
Author: Regional Educational Laboratory Pacific (ED)
Date: 2014-08-00
Type: Reference Materials - Bibliographies
Subjects: Educational Research,Family School Relationship,School Community Relationship,College Readiness,Career Readiness,Data,Information Systems,Teacher Effectiveness,Elementary Secondary Education,Higher Education

REL Pacific at McREL, one of 10 Regional Educational Laboratories (RELs) funded by the U.S. Department of Education's Institute of Education Sciences (IES), serves educators in American Samoa, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), Guam, Hawai'i, the Republic of the Marshall Islands, and the Republic of Palau. REL Pacific is committed to providing educators with resources that support the development of a deep and cohesive body of knowledge in priority topic areas. Like REL Pacific, other RELs across the United States and in Puerto Rico and the Virgin Islands have developed studies that address these topics. In this Research Digest, the reader will find information on the purpose and design of several REL studies that focus on engaging families and communities in education, ensuring college and career readiness, optimizing data systems, and strengthening teacher effectiveness. [For Volume 1, see ED550092.]
REL Pacific Program Guide: Working Together to Answer Education Questions That Matter
Author: Regional Educational Laboratory Pacific (ED)
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Data Analysis,Educational Research,Geographic Location,Access to Information,Technical Assistance,Research and Development,Elementary Education,Secondary Education,Postsecondary Education,Higher Education

The Regional Educational Laboratory of the Pacific (REL Pacific) program at McREL International partners with schools, state departments of education, and other education stakeholders to use data and research to drive data-informed decisions. Dedicated, experienced staff work closely with local experts, who provide support for ongoing regional needs sensing, communication, and coordination of service delivery. REL Pacific plans and conducts studies with a highly qualified set of partners, who provide them with insight on activities taking place in the Pacific region and throughout the nation that are relevant to this work, and offer support to develop studies that meet current research standards to better serve stake holders. In this brochure, REL Pacific provides information on their work, partners, and the communities REL Pacific serves. REL Pacific understands the Pacific region's unique characteristics, strengths, and challenges because they listen to stake holders and identify priority needs in the region through comprehensive reviews of education system data, interviews with education agency staff, and ongoing contact with the field, and use that information to drive research, technical assistance, and dissemination efforts. As a result of this outreach, REL Pacific has identified four overarching priority areas: (1) Strengthening Teacher Effectiveness: a focus on increasing teachers' qualifications, determining characteristics of effective teachers, and identifying the best classroom practices to impact student outcomes; (2) Engaging Families and Communities in Education: a focus on connecting schools, families, and communities to work together to support learning; (3) Ensuring Career and College Readiness: a focus on preparing students to enter the workforce or to pursue college or technical education upon exiting Pacific high schools; and (4) Optimizing Data Systems: a focus on developing, maintaining, and use using data systems effectively and efficiently.
Presented by REL Pacific at McREL: A Summary of Cross-Regional Educational Laboratory Studies. Research Digest
Author: McREL International
Date: 2013-08-00
Type: Guides - General
Subjects: Foreign Countries,Research,Migrants,Pacific Islanders,Academic Achievement,At Risk Students,Family Programs,College Readiness,Career Development,Graduation,Dropouts,English Language Learners,High School Students,Postsecondary Education,College Preparation,Enrollment Trends,Academic Persistence,Rural Areas,Teacher Evaluation,Feedback (Response),Teacher Education Programs,Classroom Observation Techniques,Student Surveys,Nontraditional Education,Case Studies,Surveys,Teacher Certification,Scores,Reading Achievement,Mathematics Achievement,Criterion Referenced Tests

REL Pacific at McREL, 1 of 10 Regional Educational Laboratories (RELs) funded by the Institute of Education Sciences (IES), serves educators in American Samoa, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), Guam, Hawai'i, the Republic of the Marshall Islands, and the Republic of Palau. REL Pacific is committed to providing educators with resources that support the development of a deep and cohesive body of knowledge in priority topic areas. Like REL Pacific, other RELs across the United States and in Puerto Rico and the Virgin Islands have developed studies that address these topics. In this Research Digest, you will find information on the purpose and design of several REL studies that focus on engaging families and communities in education, ensuring college and career readiness, and strengthening teacher effectiveness
Toolkit of Resources for Engaging Parents and Community as Partners in Education. Part I: Building an Understanding of Family and Community Engagement
Author: Regional Educational Laboratory Pacific (ED)
Date: 2014-11-00
Type: Guides - General
Subjects: Partnerships in Education,Family School Relationship,School Community Relationship,Beliefs,Cultural Differences,Family Characteristics,Cultural Influences,Cultural Awareness,Elementary Secondary Education,Collectivism,Individualism,Barriers

This toolkit is designed to guide school staff in strengthening partnerships with families and community members to support student learning. This toolkit offers an integrated approach to family and community engagement, bringing together research, promising practices, and a wide range of useful tools and resources with explanations and directions for using them. The toolkit is presented in four parts, which includes information and tools that reflect these activities. Each tool is introduced with a cover sheet that includes the purpose of the tool; the intended outcome of using the tool, the materials and time needed to use the tool; whether the tool is best used with individuals, small groups, or large groups; the tool type, and the audience for the tool. Brief descriptions of the four parts of the Toolkit follow: (1) Building an Understanding of Family and Community Engagement: Includes tools that help school staff build awareness of how their beliefs and assumptions about family and community engagement influence their interactions with families and how the demographic characteristics of the families served by Guam schools can provide information about what might support or hinder family engagement with schools; (2) Building a Cultural Bridge: Focus on tapping into the strengths of families and community members and helping families to establish active roles within the school community in support of student learning; (3) Building Trusting Relationships with Families and Community through Effective Communication: Focus on cross-cultural and two-way communication as ways to enhance family and community engagement; and (4) Engaging all in Data Conversations: Help school staff understand what data is important to share with families and community members and how to share such data. The following are appended: (1) Tool Selection; and (2) Tool Types.
Reclassifying and Not Reclassifying English Learners to Fluent English Proficient, Year 1 Findings: Factors Impeding and Facilitating Reclassification and Access to the Core
Author: Estrada, Peggy
Date: 2013-05-01
Type: Speeches/Meeting Papers
Subjects: English Language Learners,Second Language Learning,Classification,Language Proficiency,Elementary School Students,Secondary School Students,Secondary School Teachers,Elementary School Teachers,Educational Opportunities,Access to Education,Longitudinal Studies,Core Curriculum,Mixed Methods Research,Interviews,Predictor Variables,Standardized Tests,Administrators,Curriculum Design,Educational Policy,Alignment (Education),Student Evaluation,Teacher Role,Grouping (Instructional Purposes)

For English learners (ELs), reclassifying to fluent English proficient (RFEP) signifies reaching a milestone indicating the ability to function in mainstream classes without support. Little is known about the discrepancy between the number of ELs who meet reclassification criteria and the number who are reclassified as fluent English proficient, the factors that impede and facilitate reclassification, and the consequences for access to the core curriculum of continuing EL status or reclassifying. We investigated these questions among ELs in grades 3 through 9 in two school districts with a multimethod design using student administrative data, policy documents, and staff interviews. Despite major differences in the stringency of RFEP criteria, about a fifth of ELs met criteria in both districts. Although the majority of students meeting all criteria were RFEP, a substantial number were not. Key impediments included teacher recommendations to not reclassify; ambiguous criteria; inadequate knowledge of the reclassification process and criteria among staff, students, and parents; divergent philosophies among staff regarding RFEPing; requiring that criteria be met in alignment; timing of assessments; and lack of quality instruction that addresses both English language development and access to the core needs. Continuing EL status at the secondary level typically restricted access to the academic core, the full curriculum, and non-EL peers. The findings demonstrate that EL status is defined by district and school context, within broad state guidelines. An EL who in one district, or even a particular school, garners the mantle of success that reclassification signifies might, in another context, instead become a long-term EL and garner the negative mantle of failure. Taken together, the findings raise concerns about the consequences for fairness, equity, and opportunity to learn of current state policy guided by local control. On a positive note, many impediments to reclassification and access are within districts' and schools' control and therefore changeable.
Cognitive versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Author: Salmani Nodoushan, Mohammad Ali
Date: 2014-00-00
Type: Journal Articles
Subjects: Cognitive Style,Models,Taxonomy,Experiential Learning,Learning Theories,Multiple Intelligences

Societies have striven through centuries to develop educational systems that would foster the most idealistic educational outcomes among learners. A brief overview of the existing body of knowledge on this issue shows the recurring patterns of underachievement and the growing rates of student drop-outs which have motivated psychologists and educators to attempt at a pathological examination of the causes of student failure, and models of learning and cognitive styles which were proposed as possible explanation. The aim of this paper is to briefly review some of the most influential models and to draw readers' attention to inherent shortcomings of the models. The methodology used for this study was library research, where the author took notes to gather the data needed for this paper. After a brief review of the existing models, the paper proposes a more comprehensive model, which is called the Ideal Education Model (IEM) and recommends it as an alternative to the existing models. [&quot;Journal on Educational Psychology&quot; is published by i-manager.]
Assessing Writing: A Review of the Main Trends
Author: Salmani Nodoushan, Mohammad Ali
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Writing Skills,Writing Evaluation,Scoring,Holistic Approach,Evaluation Methods,Performance Based Assessment,Scoring Rubrics,Student Evaluation

As a language skill, writing has had, still has and will continue to have an important role in shaping the scientific structure of human life in that it is the medium through which scientific content is stored, retained, and transmitted. It has therefore been a major concern for writing teachers and researchers to find a reliable method for evaluating and ensuring quality writing. This paper addresses the different approaches to scoring writing and classifies them into &quot;a priori&quot; scoring systems (including holistic and analytic scoring), and &quot;a posteriori&quot; trait-based scoring systems (including primary-trait and multiple-trait scoring).
Strategies for Increasing the Interactivity of Children&apos;s Synchronous Learning in Virtual Environments
Author: Katlianik, Ivan
Date: 2013-00-00
Type: Dissertations/Theses
Subjects: Synchronous Communication,Educational Technology,Teaching Methods,Qualitative Research,Interaction,Virtual Classrooms,Technology Uses in Education,Questionnaires,Check Lists,Observation,Interviews,Surveys,Distance Education

Enabling distant individuals to assemble in one virtual environment, synchronous distance learning appeals to researchers and practitioners alike because of its unique educational opportunities. One of the vital components of successful synchronous distance learning is interactivity. In virtual environments, interactivity is limited by the capacity of a technological medium to transmit verbal and non-verbal signals between individuals in the class. In order to increase the interactivity of learning, teachers need strategies to enable them to overcome the medium&apos;s restrictions and reveal its interactive capabilities. This study explores which of the strategies used by teachers in arranging children&apos;s synchronous learning in virtual environments may positively affect learning interactivity, and under what conditions those strategies are best utilised. Adhering to a qualitative approach, the study has reflected on the instructional experiences of 48 teachers, from which 154 interaction-enhancing strategies have been identified. While most strategies were found to be universal in various types of environments, others proved effective only under specific learning conditions. Field experiment was conducted to examine the applicability of these strategies across cases with similar learning conditions. Some of the strategies were found to have effects on both synchronous and asynchronous components of learning. Often, these effects appeared to be implicit or deferred. Based on the data gathered, the study suggests a conceptual model of interaction in learning environments. The findings of the study have both theoretical and practical significance: they contribute to existing scientific knowledge on synchronous distance learning and also provide teachers with applicable methodological recommendations. Appendices include: (1) The concept of the virtual classroom; (2) Characteristics of interactive events; (3) Teachers&apos; questionnaire; (4) Teacher&apos;s checklist template; (5) Observation protocol template; (6) Interview schedule; (7) Comparative description of the survey cases; (8) CUREC approval email; (9) List of strategies for enhancing the interactivity of synchronous distance learning; (10) List of experimentally examined strategies and their effects; and (11) Perceived interactivity-related changes that occurred in the experimental case.
VET Workers' Problem-Solving Skills in Technology-Rich Environments: European Approach
Author: Hämäläinen, Raija
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Problem Solving,Educational Technology,Technology Uses in Education,Adults,Skill Development,At Risk Persons,Competence,Evaluation,Educational Background,Surveys,Statistical Analysis

The European workplace is challenging VET adults' problem-solving skills in technology-rich environments (TREs). So far, no international large-scale assessment data has been available for VET. The PIAAC data comprise the most comprehensive source of information on adults' skills to date. The present study (N = 50 369) focuses on gaining insight into the problem-solving skills in TREs of adults with a VET background. When examining the similarities and differences in VET adults' problem-solving skills in TREs across 11 European countries, two main trends can be observed. First, our results show that only a minority of VET adults perform at a high level. Second, there seems to be substantial variation between countries with respect to the proportion of VET adults that can be identified as &quot;at-risk&quot; or &quot;weak&quot; performers. For the future, our findings indicate the variations that can be used as a starting point to identify beneficial VET approaches. An appendix contains 1 figure and 3 tables.
Self-Esteem and Academic Achievement of High School Students
Author: Moradi Sheykhjan, Tohid
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Self Esteem,Academic Achievement,Correlation,Grade Point Average,Gender Differences,Questionnaires,Self Concept Measures

The primary purpose of this study was to determine the influence of self-esteem on academic achievement among high school students in Miandoab City of Iran. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society includes male and female high school students in Miandoab City in 2013-2014, that their numbers were 610 people which includes a string of experimental sciences and human sciences. Sample of the study consisted of 40 patients, 20 patients were female and 20 were male. Selected randomly from among high school students. Tool to measure self-esteem questionnaire is that the Cooper smith 1966 by correcting on the scale of Rogers, Dymond (1945). The GPA scores was used as the basis of academic achievement. The resulting findings of this study indicate a very high correlation between academic achievement and self-esteem and concluded that there is significant positive correlation between self-esteem and academic achievement. Also, in this study the self-esteem in boys and girls is almost the same and there is no significant difference in this case, because the correlation is quite high in both groups. Self-esteem is important to everyone. Having a high self-esteem has many positive effects and benefits, especially among high school students. This study explored the relationship of self-esteem and academic achievement with variable like gender. This study suggests high school to develop positive self-esteem in order to face the problems and challenges of the present complex world with more confidence and courage. [&quot;Cognitive Discourses: International Multidisciplinary Journal&quot; is published by NAS Publishers.]