ethanporcaro/eric-fulltext-meta huggingface dataset:
Simulation and Advanced Practice Nursing Education
Author: Blue, Dawn I.
Date: 2016-01-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Nursing Education,Simulation,Conventional Instruction,Teaching Methods,Statistical Analysis,Self Esteem,Program Effectiveness,Bachelors Degrees,Doctoral Degrees,Practicums,Online Surveys,Correlation,Student Surveys,Graduate Students,Skill Development

This quantitative study compared changes in level of confidence resulting from participation in simulation or traditional instructional methods for BSN (Bachelor of Science in Nursing) to DNP (Doctor of Nursing Practice) students in a nurse practitioner course when they entered the clinical practicum. Simulation has been used in many disciplines over the last century, but has only been used in the last decade in nursing mostly at the undergraduate level. The majority of the current research is at the undergraduate level and has demonstrated positive added value. Because of these results, there has been increased funding in simulation for labs, equipment, and staff. Sample is volunteers from 3 groups of mental health, acute and primary adult nurse practitioner classes at a private BSN-DNP program on the West Coast. The students are in the 3rd year of a three year program. Faculty was blinded to the identity of students who participated in the study. Repeated measurements using two valid and reliable instruments were obtained by online survey at three different points. Two instruments were used to measure confidence. They are The General Self Efficacy Scale (GSE) which is valid and reliable with a Cronbach's alpha ranged from 0.76 to 0.90, (with most of them in the high 80's). Numerous correlation studies demonstrate criterion validity and are summarized online (GSE Online) and The Self-Confidence Learning Survey reliability (0.87 Cronbach's alpha) developed in 2005 by Jeffries's team for the National League of Nursing. Data analysis was performed with SPSS 23 using Wilcoxon Signed Ranks Test. This study adds to the limited understanding of the pedagogy of simulation at the graduate level in nursing education.
Rural Math Excel Partnership (RMEP) Project Final Performance Report
Author: Harmon, Hobart
Date: 2018-03-29
Type: Reports - Research
Subjects: Rural Schools,Partnerships in Education,Program Evaluation,Mathematics Education,Grants,High School Students,High Schools,Middle School Students,Middle Schools,Educational Objectives,Expenditure per Student,Budgets,Mathematics Teachers,College Readiness,STEM Education,Delivery Systems,Performance Based Assessment,Algebra,Geometry,Fidelity,Program Implementation,Intervention,Statistical Analysis,Research Design

The goal of the Rural Math Excel Partnership (RMEP) project, a development project funded by the U.S. Department of Education Investing in Innovation (i3) grant program, was to develop a model of shared responsibility among families, teachers, and communities in rural areas as collective support for student success in and preparation for advanced high school and postsecondary study. Foundational math courses targeted were Algebra I, Algebra II, Geometry, and Algebra Functions &amp; Data Analysis, as preparation for STEM and health (STEM-H) related technician-level careers. During the five years, the project trained 84 teachers of these courses in the six original partner LEAs and two pilot LEA demonstration sites. More than 8,000 students were provided internet access necessary for completing web-based homework assignments. A repository of resources created during the project includes the Math Advanced Study Guide (MAS Guide), videos of STEM-H technicians explaining how math is used to complete their workplace tasks, Family Math Night protocols, webinars, and project PowerPoints. Also included is the &quot;Math at Work in Our Community&quot; activity that engages students in interviews with persons who live in the rural community and perform math competencies in their respective occupations. Refinements in the model of shared responsibility embraced greater use of videos to help guide teachers, parents/families of students, and community event teams in performing their specific responsibilities. Numerous lessons learned are noted in the report. Though evaluators found considerable evidence in survey results that select features of the shared responsibility model provided positive results for teachers, students and parents, they found no statistically significant impact on students' achievement or attitudes and give several possible reasons. An important legacy of RMEP may be the intentional focus on improving outcomes for students in rural schools and the highlighted importance of success in math as a foundation for future employment in local high-demand STEM and health careers, particularly technical-level occupations important to the regional economy and workforce development.
Bilingual &amp; English as a Second Language Program Evaluation, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-10-13
Type: Reports - Research
Subjects: Program Evaluation,Bilingual Education,Bilingual Students,English (Second Language),English Language Learners,Enrollment Rate,Enrollment Trends,Ethnicity,Native Language,School Statistics,Student Records,Academic Achievement,Reading Tests,Mathematics Tests,Mathematics Achievement,Reading Achievement,Language Proficiency,Graduation Rate,Faculty Development,Elementary Secondary Education

The Houston Independent School District (HISD) currently offers three bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELLs). These programs are intended to facilitate ELLs' integration into the regular school curriculum and to ensure access to equal educational opportunities. This evaluation report summarizes the performance of students who participated in the HISD's bilingual and ESL programs during the 2013-2014 school year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Language Learners (ELL), demographic characteristics of students served by these programs, and a count of how many students exited ELL status. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs.
Bilingual &amp; English as a Second Language Program Evaluation, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-09-30
Type: Reports - Research
Subjects: Program Evaluation,Bilingual Education,English (Second Language),English Language Learners,Bilingual Students,Academic Achievement,Student Improvement,Student Characteristics,Enrollment Trends,Reading Tests,Educational Indicators,Educational Attainment,Language Proficiency,Mathematics Achievement,Reading Achievement,Annual Reports,Faculty Development,Graduation Rate

The Houston Independent School District (HISD) currently offers three bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELLs). These programs are intended to facilitate ELLs' integration into the regular school curriculum and to ensure access to equal educational opportunities. This evaluation report summarizes the performance of students who participated in the HISD's bilingual and ESL programs during the 2013-2014 school year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as English Language Learners (ELL), demographic characteristics of students served by these programs, and a count of how many students exited ELL status. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs. [For the 2013-14 program evaluation, see ED581792.]
Argumentative Features of International English Language Testing System (IELTS) Essays: A Rhetorical Analysis on Successful Exam Essays
Author: Ananda, Ririn Putra
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language Tests,English (Second Language),Persuasive Discourse,Essays,Writing Tests,Academic Discourse,College Students,Rhetoric,Logical Thinking,Foreign Countries,Scores

An argument in academic writing is an essential element; it is used to convince readers that the writer's opinion or claim can be acceptable. However, this may be problematic for university students or new writers especially when writing in a language other than their first language such as Indonesians who take an international English writing test. The aim of this study is to identify and describe the rhetorical features of successful academic IELTS essays. Sixty academic essays were taken from six different common topics with band scores 8-9 (high quality essays) and were analyzed on elements of argument following Toulmin (1979). The results show that: a) the common sections found in the essays are lead in, thesis statement and deduction; b) the common elements of argument in the essays are claim, data and warrant; and c) the common types of argument structures of the essays are simple argument structure and strong argument structure. This implies that the essay sections, argument elements and argument structure can be used to describe the quality features of IELTS essay organization. It is suggested that in order to be able to write good quality essays in English, test takers must have a good command of essay sections, argument elements and argument structure type of good quality essays.
Indicators of School Crime and Safety: 2017. NCES 2018-036/NCJ 251413
Author: Zhang, Anlan
Date: 2018-03-00
Type: Reports - Research
Subjects: Crime,Violence,School Safety,National Surveys,Suspension,Expulsion,Delinquency,Residential Programs,Individual Characteristics,Institutional Characteristics,Death,Victims,Injuries,Weapons,Teachers,Student Behavior,Educational Environment,Policy,Public Schools,Discipline Problems,Juvenile Gangs,Substance Abuse,Verbal Communication,Bullying,Fear,Student Attitudes,School Security,Postsecondary Education,Elementary Secondary Education,Gender Differences,Age Differences,Racial Differences,Ethnic Groups,Incidence,Faculty Development

A joint effort by the National Center for Education Statistics and the Bureau of Justice Statistics, this annual report examines crime occurring in schools and colleges. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the Schools and Staffing Survey, EDFacts, and the Campus Safety and Security Survey. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. [For the 2016 report, see ED574084.]
A Framework for International Student Participation in Postsecondary U.S. English Language Programs
Author: Colón, Valeriana
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Students,English (Second Language),English Language Learners,Literature Reviews,College Second Language Programs,Enrollment Trends,Student Mobility,Language Acquisition,Preferences,Enrollment Influences

Postsecondary English language education is a growing field in the United States. While there has been considerable research on international student mobility in higher education, there is limited research on the population's participation in U.S. English language programs (ELPs). This study examined literature in related fields to create a conceptual framework for international student enrollment in U.S. postsecondary ELPs. By drawing on literature from international student mobility, global English language acquisition, enrollment preferences of students, English language programs, and student success in English language program, the study applies existing theories to better understand postsecondary English language program participation and creates a foundation for future studies. This research could be used in a discussion of the implications for the field of English language instruction to map out directions for future studies. Educators can reflect on the form and function of postsecondary U.S. English language programs. [For the full proceedings, see ED581791.]
Adult Development: A Global Imperative
Author: Morris, Linda E.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Development,Developmental Psychology,Developmental Stages,Adult Learning,Social Theories,Organizational Development,Individual Development,Change Strategies,Educational Strategies,Organizational Theories

As individuals and adult educators we consistently face an array of what seem to be increasingly complex challenges. These run the gamut from battling poverty and illness with their deleterious and deadly effects, to acquiring literacy and workplace competencies and to building expertise in communication, collaboration and innovation. And we live in a time of rapidly shifting technology, social and political unrest, and burgeoning environmental threats. How are we to grow, thrive and lead? One option is to consider what we can learn and apply from adult development theories and practices for own and others' intentional development--and then to deliberately act to foster adult development in individuals and within organizations and communities. There are, of course, many views of what constitutes adult development and how it occurs. In this paper, written to initiate dialogue and discussion, I focus on the perspective that development in adulthood represents a set of substantive qualitative changes that we may undergo moving from dependency to interdependency, from being shaped to a great degree by our environment, to constructing and co-creating thoughts and views. Theories, e.g., by Boydell, CookGreuter and Kegan, are related to concepts of individual, workforce and community development, and intentional/deliberate adult development practices in universities and the workplace are described. [For the full proceedings, see ED581791.]
A History of Oral and Written Storytelling in Nigeria
Author: Edosomwan, Simeon
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Oral History,Social History,Story Telling,Adult Education,Adult Learning,Oral Tradition,Indigenous Knowledge,Relevance (Education)

Storytelling is a powerful process in adult education as a useful instructional approach in facilitating adult instruction and learning, especially during preliterate eras. What began as oral tradition has evolved to include written literature. A popular Eurocentric perspective in the early 19th century was that before the arrival of Europeans Africa was a savage continent devoid of culture. Once Nigerian authors began to produce novels and other written works, authors such as Chinua Achebe continued using storytelling to debunk this Eurocentric narrative. Achebe employed storytelling and proverbs to establish that the continent wasn't devoid of culture. This approach resonated with readers and reignited interest in the storytelling tradition. Achebe provided historical information using storytelling narratives to help readers learn about life and culture in prehistoric African societies before the invasion of Europeans. Storytelling in both the oral and written tradition can help adult learners understand the impact of colonialism in Nigeria. [For the full proceedings, see ED581791.]
Against All Odds: Socio-Cultural Influence on Nontraditional International Learners Pursuing Higher Education in the United States
Author: Hunter-Johnson, Yvonne
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Cultural Influences,Social Influences,Nontraditional Students,Foreign Students,Adult Students,Student Adjustment,Qualitative Research,Structured Interviews,Student Experience,Learning Experience,Language Acquisition,Acculturation,Interpersonal Relationship,Racial Identification,Ethnic Stereotypes,Barriers,School Support,Educational Environment

The decision to migrate to a foreign country with an unfamiliar educational system to pursue higher education as a nontraditional adult learner is a decision that is not taken frivolously. Despite the motivation and excitement coupled with such a journey, there are numerous unforeseen accompanying challenges from a socio-cultural perspective that can influence this experience and hence have a rippling impact on the learning process. This qualitative study explored the experiences of seven nontraditional international students that travelled to the United States to pursue higher education. Data were collected through structured interviews using convenience sampling. The study revealed that the major challenges experienced by international students from a socio-cultural perspective were a) Language and communication barriers, b) Acceptance and assimilation to social-cultural differences, c) Racial identity and associated stereotypes, and d) Networking (making friends). With regards to socio-cultural influences that impacted the learning process, the following themes emerged: a) Language barriers, b) Difference in the learning environment, and c) Support from faculty and classmates. The study contributes greatly to the field of adult education and adult learning from an international perspective. [For the full proceedings, see ED581791.]
Career Transitions and Professional Development of Bulgarian Immigrants in the United States
Author: Angelova, Iva
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Immigrants,Migrant Education,Professional Development,Career Development,Transitional Programs,Career Change,Social Adjustment,Adult Education,Higher Education,Foreign Countries

This paper focuses on job transitions and professional development of immigrants in the United States. Using narrative as a method and exploring Bulgarian immigrants' personal experience stories, this report shares some of the findings from the author's dissertation. Upon coming to the United States, the Bulgarian immigrants experienced a different language and culture in their host country. In addition, the initial lack of recognition of their credentials forced many of them to take low-skilled jobs. However, they successfully adapted over time by improving their host language skills, continuing their education, and learning and fulfilling requirements in the local labor market so they could eventually obtain the more high-skilled jobs they desired. These Bulgarian immigrants took different career paths toward achieving their goals and aspirations. However, being highly motivated, hard-working, and persistent individuals, they not only persevered and survived, but they also said they felt successful doing their jobs in their new environment. [For the full proceedings, see ED581791.]
Adult Education and Training Programs for Older Adults in the U.S.: Country Comparisons Using PIAAC Data
Author: Cummins, Phyllis A.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Older Adults,Adult Students,International Assessment,Comparative Education,Outcomes of Education,Education Work Relationship,Labor Force,Employment,Income,Foreign Countries,Correlation,Regression (Statistics),Surveys,Statistical Analysis

Historically, older and lower-skilled adults in the U.S. have participated in Adult Education and Training (AET) at lower rates than other groups, possibly because of perceived lack of return on investment due to the time required to recover training costs. Global, knowledge based economies have increased the importance of lifelong learning for all age groups. This paper reports results of a study that used data from the Program for the International Assessment of Adult Competencies (PIAAC) to examine the relationship in the U.S. between participation in AET programs and employment, labor force participation, and income, for adults aged 45 to 65. In addition, comparisons were made for outcomes of AET participation in the U.S. with those in Germany, Japan, Sweden, and the U.K. Consistent with U.S. outcomes, comparison countries had lower AET participation rates by the unemployed compared to the employed and there were wide variations in AET participation between the lowest income quintile and the highest income quintile. For all countries, there was a significant relationship between AET participation and income. There was also a significant relationship between AET participation and labor force participation. [For the full proceedings, see ED581791.]
An Analysis of Europe within Adult Education Literature
Author: Yelich Biniecki, Susan M.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Adult Education,Educational Research,Literature Reviews,Concept Mapping

This literature review analyzes how Europe is situated within adult education literature from 2005 to present. Europe as a place and an idea influences and is influenced by adult education as well as historical and current events. The conceptualization of Europe within the dynamic field of international adult education is a necessary realm of investigation in order to gauge trends in scholarly work to inform future inquiry. The literature related to adult education and Europe was analyzed to identify main themes and subthemes. Main themes include Europe situated as a space, a standard, and a voice. These themes lead to a discussion of the ideal vs. dominance, insider vs. outsider, and third space. The literature connotes specific centering with regard to context and geography suggesting a need to further explore lived experiences and worldviews, which may be less known or marginalized at the intersection of Europe and adult education. [For the full proceedings, see ED581791.]
Designing Professional Learning Communities through Understanding the Beliefs of Learning
Author: Ke, Jie
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Communities of Practice,Professional Development,Preservice Teachers,Mathematics Teachers,Beliefs,Student Attitudes,Self Control,Knowledge Level,Social Influences,Ability,Middle School Teachers,Secondary School Teachers,Teacher Education Programs,Questionnaires,Correlation,Constructivism (Learning),Maximum Likelihood Statistics,Statistical Analysis

This study was designed to initiate the process of building professional development learning communities for pre-service math teachers through revealing those teachers' conceptions/beliefs of students' learning and their own learning in China. It examines Chinese pre-service math teachers' conceptions of student learning and their related pedagogical beliefs with respect to the following four aspects: self-regulation, construction of knowledge, the social nature of learning, and a dynamic view of ability. A total of 129 middle-school and secondary pre-service math teachers from China participated in this study. The results indicated that the Chinese pre-service teachers' conceptions of student learning and their pedagogical beliefs are constructive, process-oriented, and progressive. In addition, the traditional Chinese socio-cultural values still have an impact on the pre-service teachers' conceptions of student learning. Implications and recommendations for designing meaningful and effective teacher professional development programs that not only incorporate teachers' beliefs of student learning but also are aligned with Chinese mathematics education reform are also discussed. [For the full proceedings, see ED581791.]