ethanporcaro/eric-fulltext-meta huggingface dataset:
Painting and Poetry: Third Graders' Free-Form Poems Inspired by Their Paintings
Author: Sears, Emilie
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Poetry,Creative Writing,Painting (Visual Arts),Childrens Art,Writing Strategies,Workshops,Integrated Activities,Learning Activities,Student Motivation,Self Expression,Language Arts,Visual Arts,Brainstorming,Psychological Patterns,Student Experience,Teaching Methods,Creative Activities,Creative Development,Editing,Writing Processes,Writing Instruction

It is important to find the means by which struggling writers can find success in the English Language Arts. For students struggling with reading and writing, the visual arts may be a way of accessing and expressing their ideas and ultimately opening up a world of creative possibilities. This article explores drawing and painting as a pre-writing strategy. The article follows 6 third grade students as they participate in a workshop designed to facilitate poetry writing based on the students' artwork.
Lifestyle Entrepreneurs: Insights into Blackpool's Small Hotel Sector
Author: Rowson, William
Date: 2012-12-00
Type: Journal Articles
Subjects: Foreign Countries,Tourism,Life Style,Entrepreneurship,Housing,Hospitality Occupations,Small Businesses,Quality of Life,Ownership,Administrators,Questionnaires,Tenure,Occupational Aspiration,Financial Support,Experience,Job Skills,Labor Turnover,Semi Structured Interviews

Branded chains dominate sections of commercial hospitality provision; however, the vast majority of firms in the sector are micro businesses employing 10 or fewer staff. In fact, most are so small as to employ no permanent staff. In many cases, those running these businesses are not classic entrepreneurs driven by a need to maximise profits and build a business empire. Actually, many are best described as lifestyle entrepreneurs, their key motives are more associated improving their quality of life. This paper reports on the owners of a significant sample of Blackpool hotels. For most, this is their first entrepreneurial venture.
The History of School and Summer Vacation
Author: Pedersen, James
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational History,United States History,Vacations,School Schedules,Year Round Schools,Educational Change,Resistance to Change,Elementary Secondary Education

For more than 100 years the public school system has been the foundation of our society. Millions of our nation's citizens have moved through the primary, middle and secondary schools which, although they vary slightly from region to region, provided a shared experience and are a part of Americana. History tells us the reasons that school systems used only a 10 month calendar were due to agrarian needs, but in recent years this rationale does not seem as applicable. In light of global competition and America's consistently poor international rankings, it would seem logical conclusion to extend the school year to increase instructional time. But the move to year-round schooling isn't so easy, nor is it unanimously embraced by parents, community members, businesses or politicians.
Change in Elementary School Students' Misconceptions on Material Systems after a Theoretical-Practical Instruction
Author: Cañada-Cañada, Florentina
Date: 2017-03-00
Type: Journal Articles
Subjects: Misconceptions,Elementary School Students,Scientific Concepts,Questionnaires,Student Attitudes,Teaching Methods,Instructional Design,Science Instruction,Chemistry,Pretests Posttests,Foreign Countries

Students get to Elementary School with a series of misconceptions which are not necessarily in agreement with the scientific knowledge. Misconceptions result from the student's attempts to understand their previous experiences resulting from their interaction with their environment and they must be taken into account in educational practice to design appropriate instructional strategies that will impulse their evolution into more scientific-academic concepts. This research aims to detect the initial knowledge that twenty-one fifth grade Elementary Education students (ages ranged: 10-11 years old) have about material composition. A questionnaire was used as an instrument to determine initial misconceptions. Based on the students' answers, important misconceptions were identified, and an appropriate instructional strategy was design to foster the students' conceptual change about the studied topic. A post-task questionnaire conducted after the instruction revealed the suitability of the proposed instructional design.
Advances in Technology in Continuing Education: Who Should Foot the Bill?
Author: Hanson, Matthew
Date: 2013-00-00
Type: Journal Articles
Subjects: Continuing Education,Technology Uses in Education,Technological Advancement,Costs,Educational Policy,Higher Education

Every continuing education unit must be at the forefront of the technology boom in order to remain attractive to students and best prepare them for the work force. Unfortunately, there is a significant cost associated with technological advancement sparking the debate over who should foot the bill for innovations. This article applies the Higher Education Benefits Policy (IHEP, 1998) as well as other relevant literature to help resolve the debate. The benefits of technological advancement to higher education extend well beyond the individual receiving a degree; thus students should not solely receive the additional cost burden. Institutions of higher education should work to fill the needs of the public and private sectors. All involved should share the costs of technological advancement.
American Accreditation: Why Do It?
Author: Prince, Deborah
Date: 2012-09-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Educational History,Case Studies,Educational Change,Organizational Development,Organizational Change,Universities,Colleges,Foreign Countries,Comparative Education,Evaluation Criteria,Evaluators,Governing Boards,Standards,Global Approach,Higher Education

A review of the history and purpose of accreditation followed by a brief case study of how a small specialist institution outside of the USA went through the process of becoming accredited. The changes needed inside the curriculum and inside the organization in order to make this significant organizational development are reviewed and discussed. The paper concludes with some discussion as to why a non-US based institution might decide to become accredited by an outside agency.
The Effects of Clinical Experiences on the Understanding of Classroom Management Techniques
Author: Cushman, Carey Anne Aycock
Date: 2012-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Preservice Teacher Education,Textbooks,Discussion (Teaching Technique),Student Teaching,Instructional Effectiveness,Preservice Teachers,Elementary Education,Student Surveys,Undergraduate Students,Likert Scales

For teacher educators, classroom management education is one of the least researched aspects of the profession. The purpose of this study was to determine if classroom management was most effectively learned through textbook analysis coupled with classroom discussion, or the experience of observing and practicing classroom management in the clinical experience. The results of this study suggest that the clinical experience is the major contributor to feelings of confidence in classroom management situations. There is a significant difference in confidence between the classroom understanding and the post-clinical experience in regard to general classroom management understandings and confidence.
Accreditation Processes in Mexico: Origins and Relevant Changes
Author: Morales-Hérnandez, César
Date: 2012-09-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Foreign Countries,Higher Education,Educational Change,Program Evaluation,Private Colleges,Educational Finance,Financial Support,Correlation,Federal Aid,Government Role,State Universities

The author discusses the origins and relevant changes that have occurred in Mexican higher education, regarding institutional and academic programs assessment and evaluation.
Curriculum, Marginalization, and the Professoriate
Author: White, William L.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Faculty,Curriculum Development,Cultural Influences,Educational History,National Standards,High Stakes Tests,Teacher Role,Politics of Education

The author exposes the subtext on which education and particularly curriculum making is based by focusing on the notion that the professoriate has been marginalized within curriculum planning by an educational hegemony that utilizes the sorting and classification mechanisms present in education to co-opt the development of educational plans.
Finding a Manageable Body of Content: Seven Literacy Teacher Educators Explore the Constraints on What They Teach
Author: Kreutter, Cheryl
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Educators,Literacy Education,Barriers,Preservice Teacher Education,Emergent Literacy,Course Content,Decision Making,Beliefs,Teacher Attitudes,Time Management,Student Needs,Context Effect,Preservice Teachers

Teacher educators are engaged in a perpetual quest to squeeze as much as possible into preparation of new classroom literacy teachers. In response to increasing demands for preparing future teachers for modern classrooms, seven teacher educators tackled the question of what constitutes a manageable body of early literacy content in preservice coursework. Through retrospective analysis, they discovered common constraints among their institutions that influence their decision-making about when, what, and how much content to teach. These constraints include teacher educators' beliefs about teaching literacy methods, time and resource management issues, range of students' needs, and influences of local and national educational contexts. The findings are significant because they offer an initial naming of some of the constraints woven into the complex web of literacy instruction coursework that is offered to preservice teachers, which, in turn, will impact the professional development they receive as inservice teachers.
Development and Assessment of Key Skills in Undergraduate Students: An Action-Research Experience
Author: Fernández-Santander, Ana
Date: 2012-03-00
Type: Journal Articles
Subjects: Action Research,Undergraduate Students,Skill Development,Skill Analysis,Employment Potential,Minimum Competency Testing,Scoring Rubrics,Educational Resources,Communication Skills,Foreign Countries

Employers look for professionals able to work in a team, able to approach problems, with the capacity to analyze and resolve problems, under the constant renewal of knowledge and competencies. In this paper, a group of University teachers from different areas of knowledge presents an experience to introduce key employability skills in the higher education students' curricula. This work has been developed under the action research scope. The first goal was to make an analysis of terms referred to key skills, generating an integrated denomination for each competency. The elaboration of general templates for key skills is proposed here as a useful tool that provides information about development, assessment and marking of each skill. Different types of rubrics and assessment templates, used during this experience, are presented.
Understanding Leadership: An Experimental-Experiential Model
Author: Hole, George T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Leadership,Models,Experiments,Experience,Theories

Books about leadership are dangerous to readers who fantasize about being leaders or apply leadership ideas as if they were proven formulas. As an antidote, I offer an experimental framework in which any leadership-management model can be tested to gain experiential understanding of the model. As a result one can gain reality-based insights about leadership and oneself. The experiment is described; resistances to engaging it are considered; and examples from a leadership group implementing Covey's &quot;Eight Principles&quot; are summarized. In the course of discussing individual's experiments objections were voiced against this Socratic approach to understanding leadership. Finally, I sketch a perspective for understanding the fit between leaders and followers. Overall, the experiment brought into view one's sense of leadership and authenticity and tested them.
Notes on the Emerging Accreditation Regimes in Australia and New Zealand
Author: Boehringer, Kristian
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Accreditation (Institutions),Risk Management,Educational Quality,Postsecondary Education,Quality Assurance,Evaluation Methods,Teacher Qualifications,Comparative Analysis,Institutional Evaluation,Educational Policy

In recent years, new higher education regulatory regimes have emerged in both New Zealand and Australia. In Australia, the new Tertiary Education Quality and Standards Agency (TEQSA) employs a risk management approach while the New Zealand Quality Agency (NZQA) has adopted an evaluative approach. In practice, these varying approaches create real differences in the ways in which the regulatory regimes are applied.
University Rankings: The Web Ranking
Author: Aguillo, Isidro F.
Date: 2012-03-00
Type: Journal Articles
Subjects: Higher Education,Classification,Universities,Global Approach,Comparative Analysis,Online Systems,Scoring Rubrics,School Effectiveness,Reputation,Foreign Countries

The publication in 2003 of the Ranking of Universities by Jiao Tong University of Shanghai has revolutionized not only academic studies on Higher Education, but has also had an important impact on the national policies and the individual strategies of the sector. The work gathers the main characteristics of this and other global university rankings, paying special attention to their potential benefits and limitations. The Web Ranking is analyzed in depth, presenting the model on which its compound indicator is based and analyzing its different variables.
The European Higher Education Area: An Interesting Opportunity to Contribute to Global Advancement
Author: Capa, Agueda Benito
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Global Approach,Adoption (Ideas),Program Implementation,Fidelity,Outcome Measures,Administrative Principles,Educational Improvement,Educational Quality,Minimum Competencies,Teaching Methods,Instructional Innovation,Student Participation,Educational Practices

Universidad Europea de Madrid, along with other universities and the support of the Agency for Quality Assurance, Accreditation and Prospects for the Community of Madrid (ACAP--Agencia de Calidad, Acreditación y Prospectiva de las Universidades de Madrid), developed a tool to measure progress in the construction of the European Higher Education Area. In addition to being able to determine the level of adoption of the Bologna principles, it became an essential tool for the improvement of quality throughout the University.
State and Institutional Policies on In-State Resident Tuition and Financial Aid for Undocumented Students: Examining Constraints and Opportunities
Author: Serna, Gabriel R.
Date: 2017-02-27
Type: Journal Articles
Subjects: In State Students,Tuition,Student Financial Aid,Undocumented Immigrants,State Policy,School Policy,State Colleges,State Universities,Federal Government,Government Role

In this article, we examine policies related to in-state resident tuition and state financial aid policies aimed at undocumented students. To help frame the discussion and spark further debate and research in this area the article seeks to do three things. First, it provides a comprehensive review of state and institutional in-state tuition policies aimed at undocumented students as well as state college or university system responses. Second, it charts the policy landscape for state financial aid access for this population. Third, it examines the numerous implications that such policies engender and highlights the role of the federal government and the proposed Dream Act in mitigating some of these concerns. It closes by underscoring the important financial role played by the critical interaction of state, institutional, and federal policies in making college going a reality for these students while proposing avenues for future study around the issue.
English Language Learner Education Finance Scholarship: An Introduction to the Special Issue
Author: Jiménez-Castellanos, Oscar
Date: 2017-02-27
Type: Journal Articles
Subjects: English Language Learners,Educational Finance,Scholarship,Educational Policy,Educational Research

In this article, I introduce the special issue on education finance and English Language Learners, with the purpose to disseminate timely and relevant education finance scholarship with a particular focus on English Language Learners (ELLs). Here, I provide an analytical argument for why this topic is of great importance for our educational system and policy, yet it remains especially understudied. Next, I provide a brief overview of the previous ELL school finance literature. Then I outline the four scholarly papers included within this special issue, noting each paper's contributions to our knowledge base and implications for policy. I conclude by pointing to further scholarship based on articles in this special issue.
Equity and Efficiency of Minnesota Educational Expenditures with a Focus on English Learners, 2003-2011: A Retrospective Look in a Time of Accountability
Author: Alexander, Nicola A.
Date: 2017-02-27
Type: Journal Articles
Subjects: English Language Learners,Educational Equity (Finance),Efficiency,Accountability,Educational Legislation,Federal Legislation,Funding Formulas,Expenditure per Student,Elementary Secondary Education

Policymakers and practitioners often must balance distributing resources equitably and efficiently while being accountable for high student achievement. This paper focuses on these concepts as they relate to English learners and examines equity and efficiency in Minnesota's educational funding from 2003 through 2011, the years spanning implementation of the No Child Left Behind Act and Minnesota's waiver from its regulations. Equity refers to the distribution of resources in the achievement of established goals (Alexander, 2012); efficiency entails the attainment of those goals using fewer resources (Rolle, 2004). We measure equity by looking at three standard distribution measures: (1) McCloone Index; (2) Verstegen Index; and (3) Coefficient of Variation (Odden &amp; Picus, 2008). We operationalize efficiency using data envelope analysis, thus getting at aspects of technical efficiency. We found that distribution of expenditures are increasingly uneven in the nine-year period examined. This inequality was largely driven by low-spending districts falling farther behind the median. Moreover, despite specific guidelines in its school finance formula that awarded additional resources for English learner populations, districts with higher portions of English learners have lower total and instructional expenditures per pupil, not higher. If more dollars are not available for EL programming, then doing more with less becomes paramount. Nevertheless, the efficiency of resource use was relatively constant over the years examined with efficiency in the use of education resources similar for English learners as it was for the population overall.
Coign of Vantage and Action: Considering California's Local Accountability and School Finance Plans for English Learners
Author: Vasquez Heilig, Julian
Date: 2017-02-27
Type: Journal Articles
Subjects: Accountability,Educational Finance,English Language Learners,School District Autonomy,Funding Formulas,Community Involvement,Outcome Measures

Local control has been a bedrock principle of public schooling in America since its inception. In 2013, the California Legislature codified a new local accountability approach for school finance. An important component of the new California Local Control Funding Formula (LCFF) approach is a focus on English learners (ELs). The law mandates that every school district produce a Local Control Accountability Plan (LCAP) to engage the local community in defining outcomes and determining funding for ELs. Based on an exploratory analysis of a representative sample of LCAPs, we show that, although California's new approach offered an opportunity to support locally-defined priorities and alternatives to top-down accountability, few if any districts had yet taken full advantage of the opportunity. That is, the school districts in our sample had not yet engaged with the local community to facilitate significant changes to accountability or redistribution of funding and resources to support educational equity for ELs.
The Politics of Schools and Money: Building Awareness about Channeling Practices for Supplemental Resource Allocations to Serve English Language Learners
Author: Okhremtchouk, Irina S.
Date: 2017-02-27
Type: Journal Articles
Subjects: English Language Learners,Politics of Education,Educational Finance,Resource Allocation,Elementary Secondary Education,Supplementary Education

One of the aims of K-12 supplemental programs is to maximize the potential for success of students who bring special needs into a classroom. Therefore, the intent behind a large majority of these additional resources is to support programs that are designed to address the needs of otherwise marginalized students by leveling the playing field. The purpose of this work is to shed light on how supplemental funds are potentially &quot;channeled&quot; from the source to the students for whom these funds are intended and whose needs these funds intend to serve. Specifically, this article draws attention to the dynamics associated with channeling practices of supplemental dollars for English language learners. This article concludes with a practical discussion to offer insights for navigating the typical channeling practices of these funding streams.
The European Credit Transfer and Accumulation System: The UDLA Case in Chile
Author: Armanet, Pilar
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Accreditation (Institutions),Educational History,College Credits,Transfer Policy,Transfer Programs,Institutional Characteristics,Database Management Systems

Universidad de Las Américas--UDLA, is a Chilean University with 30.000 students located on 6 campuses. One third of students are working adults. A university like UDLA requires a flexible educational model to fulfill the learning requirements of different kinds of students and of the ever-changing conditions of the labor market that its graduates face. Following the ETCS, Credit System of Universidad de las Américas (SCUDLA) is a student-centered system based on transparency of outcomes and learning processes, which facilitates the planning of teaching, the evaluation of learning, and the recognition and validation of qualifications. SCUDLA is a tool that helps to design, describe and provide programs leading to an academic degree or a professional title. SCUDLA can be applied to all kinds of programs, regardless of the status of the students and the modality of learning.
Quality Assurance of Post-Graduate Education: The Case of CAPES, the Brazilian Agency for Support and Evaluation of Graduate Education
Author: Almeida Guimarães, Jorge
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Quality Assurance,Graduate Study,Science Education History,Higher Education,Organizational Objectives,Course Evaluation,Role of Education,Accreditation (Institutions),Institutional Evaluation,Quality Control,Public Agencies

The authors discuss the CAPES Foundation, the Brazilian Agency for Support and Evaluation of Graduate Education. They also present and discuss the current data and status of the Brazilian venture for developing human resources and for the formation of an active community dedicated to Science and Technology, giving a general vision of its importance for the present and future development of the country.