ethanporcaro/eric-fulltext-meta huggingface dataset:
A Date With Academic Literacies: Using Brief Conversation to Facilitate Student Engagement With Academic Literacies
Author: Dunham, Nicola
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Literacy,College Freshmen,Computer Science Education,Interpersonal Communication,School Activities,School Orientation,Program Effectiveness,Foreign Countries

The argument that de-contextualized deficit approaches to academic literacies were ineffective (Lea, 2004; Northedge, 2003), has led to expectations that New Zealand Higher Education institutions embed academic literacies within programmes and courses (Tertiary Education Commission, 2010). This paper reports on the use of a teaching and learning strategy called OSSS (One-Stop Skills Shop) as the first step in the embedding process within the Department of Computing at an Institute of Technology in New Zealand Aotearoa. The analysis of qualitative data on the lived-experiences of students and academic staff as participants in the OSSS highlights the value of approaching academic literacies from a dialogic viewpoint. In this instance, dialogic approaches regard academic literacies as more than the learning of technical study skills. From a dialogic perspective, academic literacies also involve ways of being and knowing through acts of participation and communication. A number of key themes emerged from analysis of the data show a correspondence with literature on the first-year experience and discourses of transition in relation to concerns regarding retention and success as students' transition into higher education.
Turning the Tides: President Obama and Education Reform. Education Outlook. No. 6
Author: McShane, Michael Q.
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Presidents,Politics of Education,African Americans,Public Education,Elementary Secondary Education,Educational Change,Teaching (Occupation),Unions,Conflict,Educational Finance,Educational Attitudes,Academic Achievement

The fact that president Barack Obama is an African American Democrat with a background working with poor communities has equipped him to confront teachers unions and other special interest groups in a way most other leaders have not been able to. A nearly insurmountable subgovernment in public education--labeled an &quot;iron triangle&quot; by political scientists--has historically resisted reform and increased school costs, failing to improve school performance. President Obama has successfully challenged this gridlock, namely through the Race to the Top initiative and his blueprint for the reauthorization of the Elementary and Secondary Education Act. Although there are limitations to Obama's education agenda, most notably embodied in his unrestricted stimulus dollars to states and districts, he has signaled that a popular Democratic president does not have to do what is most favorable to teachers unions to secure their votes. Regardless of whether President Obama's reforms live up to their hype, his challenging of common assumptions about reformers and what they strive to accomplish will have long-term positive effects on the US education debate. (Contains 29 notes.)
The Implementing Model of Empowering Eight for Information Literacy
Author: Boeriswati, Endry
Date: 2012-00-00
Type: Journal Articles
Subjects: Thinking Skills,Information Literacy,Action Research,Student Attitudes,Innovation,Research Methodology,Problem Solving,Information Skills,Literacy,Critical Thinking,Technological Literacy,Information Technology,Educational Technology,Technology Uses in Education

Information literacy is the awareness and skills to identify, locate, evaluate, organize, create, use and communicate information to solve or resolve problems. This article is the result of the research on the efforts to improve students' problem-solving skills in the "Research Methods" course through "Empowering Eight: Information Literacy Model" at the Indonesian Education Study Program. The method used in this study was the action research. The model of information literacy through "Empowering Eight" is a model of soft skills that can improve awareness and information literacy skills that are integrated into the "research methods" course. The results of this study reveal that, in the first cycle, students' problem-solving skills can be enhanced through "Empowering Eight" model of information literacy. In the second cycle, it is found that the model of information literacy through "Empowering Eight" is effective, if students have a positive attitude towards innovation and have a good sense of confidence. In the third cycle, the "Empowering Eight" model is effective in enhancing students' critical thinking skills, and it can improve the ability to solve problems better than ever. It can be concluded that students' attitudes towards innovation and self-confidence are influential in information literacy, and the model of information literacy through "Empowering Eight" gives the contribution to students' problem-solving skills.
Reporting Qualitative Data Quantitatively: Code-Switching in Mathematics Classrooms
Author: Neo, Kian-Sen
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Code Switching (Language),Mathematics Teachers,Elementary School Teachers,Elementary School Students,Language of Instruction,English (Second Language),Indonesian Languages,Mandarin Chinese,Native Language,Interviews,Observation,Bilingualism,Urban Schools,Rural Schools,Comparative Analysis,Instructional Program Divisions,Mathematics Achievement

This article is based on a research investigating the communication in primary mathematics classrooms. One of the research's objectives was to determine what languages were used in the primary mathematics classrooms, and to what extent, do teachers and students resort to code-switching in teaching and learning mathematics. A total of 16 classroom mathematics lessons from primary schools in the Kelantan State of Malaysia were observed and recorded. Within the four schools, two were SK (national schools) and two were SJKC (Chinese primary schools). A rural school and an urban school constituted the two schools of the same type. The researcher observed four classes from two levels for each participating school, i.e., two Standard 2 classes from the lower primary level and two Standard 5 classes from the upper primary level. The two classes of each level were in fact comprised of a good class and a weak class. The use of languages in resorting to code-switching was examined across various factors, such as types of schools, school location, class levels, and types of classes. The notion of C-unit (communicative unit) proposed by Loban (1976) was used to analyze the types of languages use as well as their proportion of use. This article shows that by using C-unit as the unit of analysis, the qualitative data gathered from the classroom discourse can well be reported quantitatively in terms of the proportion of students' L1 (first language), L2 (second language), and code-mixing of L1 and L2 in response to various factors. (Contains 12 tables.)
Protecting Your Child's Personal Information at School
Author: Federal Trade Commission
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Records (Forms),Student Records,Confidential Records,Privacy,Information Policy,Student Rights

Back to school--an annual ritual that includes buying new notebooks, packing lunches, coordinating transportation, and filling out forms: registration forms, health forms, permission slips, and emergency contact forms, to name a few. Many school forms require personal and, sometimes, sensitive information. In the wrong hands, this information can be used to commit fraud in your child's name. There are laws that help safeguard your child's and your family's personal information. This paper presents tips on how parents can protect their child's personal information at school.
Analysis of the Use of Online Tutorial
Author: Fatimah, Fatia
Date: 2012-00-00
Type: Journal Articles
Subjects: Open Universities,Foreign Countries,Distance Education,Tutors,Tutorial Programs,Online Courses,Higher Education,College Students,Internet,Educational Technology

UT (Universitas Terbuka), the open university in Indonesia, is one of the large universities in Indonesia that has more than 300,000 students. UT, as a distance learning education, has conducted online tutorial since 2001. The implementation of an effective and efficient online tutorial depends on three components: students, tutors, and supporting facilities. The low interaction between students and tutors in the online tutorial of UT can be expectedly anticipated by giving additional features. Thus, when the students and tutors log in, it will be simultaneously visible and the students can interact directly. (Contains 3 tables.)
The Characteristics and Needs of Families Experiencing Homelessness
Author: National Center on Family Homelessness
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Homeless People,Family Characteristics,Family Needs,Citations (References),Information Sources,Children,Mothers,Family Violence,Housing,Mental Health,Physical Health,Poverty

This fact sheet was developed to help you understand the scope, causes, and impact of homelessness on children and families. You are encouraged to use it as well as the publications cited in its footnotes as tools more about homelessness. (Contains 78 endnotes.)
Measuring Intervention Effectiveness: The Benefits of an Item Response Theory Approach
Author: McEldoon, Katherine
Date: 2012-00-00
Type: Reports - Research
Subjects: Item Response Theory,Intervention,Statistical Analysis,Grade 2,Grade 3,Elementary School Students,Mathematics Instruction,Mathematics,Mathematics Education,Pretests Posttests,Scores,Evaluation

Assessing the effectiveness of educational interventions relies on quantifying differences between interventions groups over time in a between-within design. Binary outcome variables (e.g., correct responses versus incorrect responses) are often assessed. Widespread approaches use percent correct on assessments, and repeated measures analysis of variance (ANOVA) methods to detect differences between groups. However, this approach is not ideal, as in fact several assumptions are often violated when using this method that can result in less informative and at times biased and spurious findings (Dixon, 2008; Embretson, 1994). An alternative approach is to utilize item response models to detect differences between intervention groups over time. The benefits of item response methodology for intervention research are contrasted with repeated measures ANOVA approaches, using a longitudinal intervention dataset having a between-within design from elementary students learning about mathematical equivalence. The dependent measures of percent correct in repeated measures ANOVA approaches and item responses in item response models are contrasted, as well as the methods for quantifying differences between groups using repeated measures ANOVA approaches and item response models. Second and third grade students who scored below 75% correct on the pretest participated in a 20-minute one-on-one tutoring intervention that focused on mathematical equivalence problems. In conclusion, item response models offer many methodological advantages in the quantification of individual learning and group change over time compared to repeated measure ANOVA approaches based on percent correct outcomes. In particular, the generalized explanatory longitudinal item response model for multidimensional tests (Cho et al., in press) quantifies and tests for differences between intervention conditions, while utilizing the more informative and less problematic metrics of student performance. In addition to being methodologically more sound, these analyses can be performed using the open-source and free program R. Details of the model, as well as information how to run these analyses can be found in Cho et al. (in press). One drawback to preforming IRT analyses is that they do require more technical proficiency on the part of the data analyst than ANOVA approaches. Nevertheless, researchers should strive to adapt this more informative and less biased metric in the evaluation of intervention effectiveness. Generalized Explanatory IRT Model R Code and Select Results are appended. (Contains 3 figures and 1 footnote.
Linking Research and Practice in New York: A New York City Small Schools of Choice Case Study
Author: Hughes, Robert
Date: 2012-00-00
Type: Reports - Research
Subjects: Admission (School),Educational Change,High Schools,School Restructuring,Theory Practice Relationship,Urban Schools,School Choice,Small Schools,Case Studies,Administrative Organization,Administrative Change,Disadvantaged,Outcomes of Education,Program Effectiveness,Educational Policy,Philanthropic Foundations,Private Financial Support,Cohort Analysis,Data Collection,Longitudinal Studies,Graduation Rate,Interviews,Comparative Analysis,Surveys

Over the last decade, New York City (NYC) has been the site of a systemwide high school reform effort that is unprecedented in its scope and pace. Since 2002, the school district has closed more than 20 failing high schools, opened more than 200 new secondary schools, and implemented a centralized high school admission process in which approximately 80,000 students a year indicate their school preferences from a wide-ranging choice of programs. At the heart of these reforms lie the new schools that are often referred to as &quot;small schools of choice&quot; (SSCs)--small, academically nonselective, public high schools that were opened between 2002 and 2008. Serving approximately 100 students per grade in grades 9 through 12 and open to students at all levels of academic achievement, the SSCs were created to serve the district's most disadvantaged and historically underserved students. By taking advantage of a naturally-occurring lotteries in the NYC Department of Education's high school application process, MDRC researchers are able to estimate the effects of enrolling in SSCs on students' future academic outcomes using a sample of over 20,000 students.  In this proposed panel, Rebecca Unterman, an author on MDRC's small schools of choice studies, will share the project's most recent findings and discuss the team's experiences working to bridge the gap between policy and practice in New York. The other panelists, experienced policymakers in NYC, will provide their perspective on the effects of the study (and other research) on their practice. (Contains 5 footnotes.)
Enhanced-Group Moore Method: Effects on van Hiele Levels of Geometric Understanding, Proof-Construction Performance and Beliefs
Author: Salazar, Douglas A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Geometry,Mathematical Logic,Validity,Preservice Teachers,Mathematics Teachers,Preservice Teacher Education,Teaching Methods,Conventional Instruction,Mathematics Instruction,Discovery Learning,Group Activities,Homogeneous Grouping,Foreign Countries

This study aimed to improve the van Hiele levels of geometric understanding, proof-construction performance and beliefs about proofs of the research respondents: future mathematics teachers exposed to the traditional (instructor-based) method and the enhanced-group Moore method. By using the quasi-experimental method of research, the study employed qualitative and quantitative analysis relative to data generated by three instruments: the van Hiele geometry test, the proof-construction test, and proof beliefs questionnaire. Within the framework of the limitations of the study, the enhanced-group Moore method raised a higher van Hiele level, compared with the traditional method. The proof-construction performance of the future mathematics teachers has been improved. With regard to proofs, the future teachers believed that a theorem has no exception that the dual role of proof is to convince and explain, and that the validity of proof depends on its internal logic. Quantitative results revealed that there was a significant difference in the van Hiele levels and proof-construction performance of the future mathematics teachers before and after the study. In addition, there was a significant relationship between the proof-construction performance and van Hiele levels of the future teachers, and there was no noteworthy changes occurred in their beliefs about proofs. Qualitative assessments further showed that the enhanced-group Moore method created &quot;damay effect&quot;, developed self-confidence, encouraged effective communication and facilitated exchange of ideas towards a common goal. The future teachers from both groups were in favor of the sequence of the presentation of the lesson, especially with the incentives given. (Contains 4 tables.)
Advancing to Completion: Increasing Degree Attainment by Improving Graduation Rates and Closing Gaps for African-American Students
Author: Nguyen, Mary
Date: 2012-09-00
Type: Reports - Research
Subjects: Minority Group Students,White Students,College Graduates,Graduation Rate,African American Students,Educational Trends,Trend Analysis,Benchmarking,Profiles,Outcomes of Education,Disproportionate Representation,Achievement Gap,Educational Attainment,Undergraduate Study,Educational Quality

This study updates previous Education Trust briefs that looked at public, four-year colleges that successfully improved minority graduation rates and narrowed graduation-rate gaps. This new report examines which four-year, nonprofit colleges--public and private--have made the most improvements for African-American students. Because for-profit institutions are a distinct subset of colleges, the authors have explored trends in their outcomes in a separate report. In a companion brief, they profile colleges that have made the most progress for another important group of underrepresented students: Hispanics. By highlighting this diverse set of institutions, the authors find that: (1) Institutions can benchmark their progress toward producing more degrees in two ways: Some colleges can focus on making gains in graduation rates for their African-American students, while others can focus on closing gaps between black students and white students; (2) The starting point doesn't matter: Progress is possible for all types of institutions. Some can start by making substantial gains in graduation rates, while others can sustain previous progress made; still others can narrow gaps between African-American students and their white peers even if they've had large gaps in the past; and (3) An intentional and well-coordinated institutional effort to transform the quality and execution of the undergraduate experience will benefit all students, especially African-American students. (Contains 5 figures, 6 tables and 15 notes.) [For related report, "Advancing to Completion: Increasing Degree Attainment by Improving Graduation Rates and Closing Gaps for Hispanic Students," see ED535510.]
Working to End Family Homelessness. Annual Report
Author: National Center on Family Homelessness
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Housing,Homeless People,Social Services,Mental Health,Social Influences,At Risk Persons,Children,Public Health,Child Health,Mental Disorders,Family Violence,Low Income Groups,Intervention,Training,Technical Assistance,One Parent Family,Early Parenthood,Public Policy

The National Center on Family Homelessness is determined to end family homelessness. Sheltering families provides a temporary safe haven. Connecting families to permanent housing, essential services, and critical supports can change their lives forever. Through research the Center learns what families need to rebound from the housing, economic, social, medical, and mental health problems that put them on the streets. This paper highlights the activities of the National Center on Family Homelessness.
Conditions for the Effectiveness of a Tablet-Based Algebra Program
Author: Jaciw, Andrew P.
Date: 2012-00-00
Type: Reports - Research
Subjects: Program Effectiveness,Algebra,Mathematics Tests,Research Design,Educational Technology,Handheld Devices,Computer Assisted Instruction,Mathematics Instruction,Interaction,Middle School Students,Textbooks,Curriculum Implementation,Control Groups,Experimental Groups,Comparative Analysis,Statistical Analysis,Pretests Posttests,Outcome Measures

Tablets such as the iPad represent the next iteration of technologies that hold promise to facilitate learning, particularly in mathematics. In the case of algebra, tablets have the potential to bring the curriculum to life by easily linking to supporting materials and they allow an interactive experience whereby manipulation of one type of representation maps onto changes in another. Such applications are difficult to achieve using print editions. This study examines the effectiveness of a specific tablet-based algebra program that contains the complete content of the print edition of the program, as well as a series of interactive tools including an equation graphing function, a feature that allows exploration of quadratics and linear relationships, and an activity involving algebra tiles. These tools allow students to manipulate variables and see the results. The technology includes other interactive features as well, such as scratch pads, and prompts for review and practice. The counterfactual is the print edition of the program. This paper links to the conference theme, &quot;Effective Partnerships: Linking Practice and Research,&quot; because observations of practitioners and their knowledge of local contexts, independent of the initial research design, led to a reanalysis with a focus on a specific site, yielding a very different conclusion than if we had proceeded without this information. Close collaboration with the practitioner mattered to the study focus and conclusions. (Contains 2 tables.)
Medical Amnesty: Professional Enabling or Indicated Prevention?
Author: Chapman, Robert J.
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: College Students,Student Behavior,Drinking,Risk,Prevention,School Policy,Colleges

The intent of this brochure is to review the pros and cons of employing what has come to be known as a Good Samaritan Policy or what some refer to as Medical Amnesty. Such policies are designed to address dangerous student drinking off campus. These policies differ in their details but have a common focus in an attempt to protect the inebriate from harm by allowing students who request help--either for themselves or a peer--to do so without fear of disciplinary repercussions. But can such policies be created and implemented in such a way as to avoid the perception of enabling maladaptive student behavior?