ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring the Influences That Affect Technological Literacy in Rhode Island High Schools
Author: Walach, Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Technological Literacy,High School Students,Student Evaluation,Measures (Individuals),Gender Differences,Technology Education,Benchmarking,Public Schools,Statistical Significance,Achievement Gap,Multiple Choice Tests,Test Validity,Regression (Statistics),Parent Background,Toys,Scores,Gender Bias

This study sampled the current state of technological literacy in Rhode Island high schools using a new instrument, the Technological Literacy Assessment, which was developed for this study. Gender inequalities in technological literacy were discovered, and possible causes and solutions are presented. This study suggests possible next steps for technology teachers, teacher educators, curriculum developers, and policy makers to move technology education forward and lays the groundwork for further studies of technological literacy. The &quot;Standards for Technological Literacy&quot; (International Technology Education Association [ITEA], 2007) were used as the benchmarks measured in this study.
Pearson-Praxis Assessments Review Teacher Certification Assessment Technology Education: A Report for the Council on Technology and Engineering Teacher Education
Author: Mahoney, Mark P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Teacher Certification,Engineering Education,Accreditation (Institutions),Praxis,Teacher Education Programs,Teachers,Engineering,National Standards,National Competency Tests,Reading Tests,Mathematics Tests,Writing Tests,Comparative Analysis

The Praxis Series, developed by Educational Testing Services (ETS), has been the long standing assessment for teacher licensure. It is comprised of three separate skills examinations: (1) Praxis Core Academic Skills for Educators (Core) (attempts to measure academic skills in reading, writing, and mathematics; content knowledge of candidates entering teacher preparation programs); (2) Praxis I Pre-Professional Skills Tests (PPST) (attempts to measure basic skills in reading, writing, and mathematics; used to qualify candidates for entry into a teacher education program); and (3) Praxis II Subject Assessments (attempts to measure subject-specific content knowledge, as well as general and subject-specific teaching skills, deemed necessary for beginning teaching). Since the early 2000s, Pearson Education began offering a series of updated teacher certification assessments. Pearson Education currently offers two categories of assessment tools for candidate teachers. These include the following: (1) National Evaluation Series (NES) (Entry-level assessment that attempts to reflect contemporary teacher knowledge and skill sets); and (2) Custom Programs (CP) (designed for specific content and to reflect individual state needs; edTPA (formerly the Teacher Performance Assessment developed at Stanford University) Performance-based assessment protocols developed to evaluate candidate teachers level of classroom preparation; owned and authored by Stanford University). In this article, Mark Mahoney compares the Praxis and Pearson assessments and their respective as well as combined usage across states in the US. Based on his analysis, Mahoney recommends the Council on Technology and Engineering Teacher Education (CTETE) consider further investigation into becoming an accrediting agency for teacher certification institutions or programs in technology and engineering education. He goes on to point out that CTETE would have to decide the degree of accreditation that they wish to address--national, state, or a combination of the two. Further, he states that the CTETE must establish a history of accreditation practices prior to applying for recognition. Partnering with other organizations (e.g., the International Technology and Engineering Educators Association, the American Society for Engineering Education, and the Association for Career and Technical Education) may provide a more comprehensive and secure foundation from which to build an accrediting agency.
Developmental and Gender Trends in Emotional Literacy and Interpersonal Competence among Japanese Children
Author: Saeki, Elina
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Age Differences,Elementary School Students,Middle School Students,Vignettes,Emotional Response,Interpersonal Relationship,Competence,Empathy,Social Development,Emotional Development,Questionnaires,Cultural Influences,Social Influences,Statistical Analysis,Coding,Qualitative Research

This study explored cross-sectional gender and grade level trends in emotional literacy and interpersonal competence among 913 elementary and middle school students in Japan. Students were presented with two hypothetical scenarios involving mixed emotions and potential interpersonal dilemmas. Results indicated that older children possess greater emotional literacy when compared to younger children. Additionally, girls identified a greater number of emotions, were better able to identify mixed emotions, and were more likely to identify empathic interpersonal behaviours. These gender and grade level considerations may be incorporated into social-emotional learning curricula to enhance the utility and effectiveness of programs for diverse populations.
Not-so Random Acts of Kindness: A Guide to Intentional Kindness in the Classroom
Author: Binfet, John-Tyler
Date: 2015-11-00
Type: Journal Articles
Subjects: Caring,Altruism,Student Behavior,Intention,Perspective Taking,Social Behavior,Educational Environment,Research,Teacher Role,Positive Attitudes,Psychology

Much has been written about random acts of kindness- acts performed spontaneously and often to strangers. The topic of kindness and the benefits arising from performing kind acts holds both empirical and applied interest in the fields of education and psychology. Encouraging students to reflect upon and perform intentional acts of kindness develops perspective-taking, increased social membership, and a structured way of encouraging kindness within the school context. This paper provides an overview of kindness research and argues for the need to promote intentional acts of kindness by providing a framework for teachers to support students in the performance of intentional kindness.
Creating Positive Contexts of Reception: The Value of Immigrant Teachers in U.S. Early Childhood Education Programs
Author: Adai, Jennifer Keys
Date: 2016-01-04
Type: Journal Articles
Subjects: Immigrants,Early Childhood Education,Preschool Teachers,Ethnography,Video Technology,Immigration,Learner Engagement,Young Children,Teacher Background,Teacher Attitudes,Focus Groups,Interviews,Observation

Young children of immigrants are increasingly part of early childhood programs in the United States but teachers have mixed approaches and attitudes about the immigrant families that they work with. This article details an analysis of 50 preschool teachers in five US cities using data from the Children Crossing Borders video-cued ethnographic study. The analysis finds that preschool sites that valued the insight of immigrant teachers had more positive views of immigrant communities and stronger mechanisms to communicate with immigrant parents. The article ultimately argues that policies that support the presence and meaningful input of immigrant preschool teachers can help preschool sites be positive, rather than negative or indifferent, contexts of reception.
A Critical Policy Analysis of Texas' &quot;Closing the Gaps 2015&quot;
Author: Mansfield, Katherine Cumings
Date: 2016-01-11
Type: Journal Articles
Subjects: Achievement Gap,Policy Analysis,Educational Policy,Critical Theory,Race,Social Justice,Educational Change,Access to Education,Minority Group Students,Equal Education,Racial Segregation,School Segregation,Educational Finance,Financial Policy,Elementary Secondary Education,Public Policy,Barriers,Resistance to Change,Resource Allocation,Role of Education,Educational Objectives

This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as &quot;Closing the Gaps 2015&quot;. Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing systemic inequities such as enduring segregation and unconstitutional school finance policy. Using Texas as a case study illumines the ways the growing number of P-16 councils throughout the US might adapt and improve policy development and implementation to more adequately address educational inequities across racial, ethnic, and linguistic groups. The article closes with recommendations for Texas' reiteration of &quot;Closing the Gaps 2015&quot; titled, &quot;60x30TX&quot;, currently in revision to guide state education goals in 2016-2030.
Eccomi Pronto: Implementation of a Socio-Emotional Development Curriculum in a South Korean Elementary School
Author: Kim, Donghyun
Date: 2015-11-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Teacher Student Relationship,Educational Practices,Social Development,Emotional Development,Curriculum Implementation,Surveys,Learning Activities,Grade 4,Teacher Attitudes,Cultural Context,Outcomes of Education,Mixed Methods Research,Learning Strategies,Questionnaires,Phenomenology,Pretests Posttests

&quot;Eccomi Pronto&quot; (EP), an elementary school socio-emotional learning curriculum that was originally developed and evaluated in Italy was translated in Korean and implemented and evaluated in 4th grade classrooms of a primary school in South Korea. Qualitative data from teachers indicated that EP improved the self-reflection and self-direction of students, resulted in pedagogically useful insights into the psychological functioning of students, and enhanced the quality of teacher-student interaction. However, statistically significant changes in students' engaged, academic behavior (as measured by an 8-item survey) were not noted. Teachers reported that the core of the EP curriculum was appropriate for the South Korean educational context. Teachers also recommended modifications in the follow-up learning activities to make these activities more consistent with South Korean education practices.
Future Imaginaries of Urban School Reform
Author: Nespor, Jan
Date: 2016-01-04
Type: Journal Articles
Subjects: Urban Schools,Educational Change,Discourse Analysis,Heuristics,Trend Analysis,Futures (of Society),Educational Policy,Neoliberalism,Educational Planning,Urban Planning,Policy Analysis,Imagination,Case Studies

Drawing on analytic heuristics from critical discourse analysis and cultural political economy (Jessop, 2010; Wodak, 2002), this article examines the temporal premises and &quot;futures&quot; embedded in a report and reform proposal created in a mid-sized, American city, Columbus, Ohio, in 2013. The product of a city-wide commission appointed in response to a school 'cheating' scandal, the report is both a condensation of key premises and claims circulating through national education policy discourses, and an effort to fit those ideas to a particular urban locale. This fitting involves aligning the city with a particular neoliberal representation or &quot;imaginary&quot; of the future that pervades current education policy discourse and planning. The article unpacks the temporal premises associated with this imaginary and shows their influence on the city's planning. Among other things, the discourse individuates scholastic time and subordinates the present to a distant future that is represented as an already-known or predictable state of affairs. It positions practices such as standardized testing as temporal technologies for predicting the child's position in the imagined future, and reframes racially- and class-based inequalities as differences in the kinds of futures towards which groups are oriented. The effect is to overwrite political questions of what kind of future we might want to create with technical questions of how best to prepare for an inevitable future we can't avoid.
Becoming a Reflective In-Service Teacher: Role of Research Attitude
Author: Impedovo, Maria A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Teacher Researchers,Graduate Students,Masters Programs,Foreign Countries,Semi Structured Interviews,Teacher Attitudes,Professional Development,Educational Research,Personal Narratives,Experienced Teachers,Status,Educational Practices,Educational Strategies,Action Research,Knowledge Level,Teacher Characteristics

In this article we consider the importance of reflective practice and research attitude for the professional development of in-service teachers. Nine teachers engaged in an international master's course (in a Belgium and French university) were interviewed to obtain self-narratives. The two year full-time master's course aims to develop skills in educational science research. The interview was conducted at the end of the master's course to explore students' reflective practices and to evaluate the impact of the research attitude developed during the course on their reflective practices. From the results we can see that reflective practice differs among the teachers interviewed, especially between those of varying seniority. The research activities learned in the master's course enabled the teachers to develop and expand their reflective practice through analysis of their experience. The study highlights the need for regular and more guided support in improving reflective practice, especially for junior teachers.
Offering Behavioral Assistance to Latino Students Demonstrating Challenging Behaviors
Author: Moreno, Gerardo
Date: 2015-11-00
Type: Journal Articles
Subjects: Behavior Problems,Hispanic American Students,Student Behavior,Discipline,Functional Behavioral Assessment,Student Needs,Behavior Modification,Special Education,Emotional Disturbances,Zero Tolerance Policy,Intervention

Challenging behaviors can significantly alter the learning environment of any classroom. Traditionally, schools have implemented practices that remove the offending student from the classroom, deliver punitive disciplinary actions, or refer the student to special education evaluation. Unfortunately, such practices have demonstrated little longitudinal effectiveness, with detrimental outcomes for the referred student, particularly students from Latino backgrounds. With enrollment projections indicating Latinos will become the majority in U.S. schools, educators are presented with the opportunity to shift away from past practices and implement evidence-based practices that concurrently assist students while addressing challenging behaviors. In this paper, the authors discuss past disciplinary practices, the adverse effects on Latino students, and offer recommendations on implementing functional behavioral assessment as a means to better meet the needs of Latino students demonstrating challenging behaviors.
An Empirical Test of Oklahoma's A-F School Grades
Author: Adams, Curt M.
Date: 2016-01-11
Type: Journal Articles
Subjects: Grading,Grades (Scholastic),Educational Quality,Educational Indicators,Scores,Academic Achievement,Statistical Significance,Achievement Gap,School Effectiveness,Lunch Programs,Minority Group Students,Accountability,Evaluation Criteria,Validity,Summative Evaluation,Computation,Elementary School Students,Middle School Students,Urban Schools,School Districts,Hierarchical Linear Modeling,Statistical Analysis

Oklahoma is one of 16 states electing to use an A-F letter grade as an indicator of school quality. On the surface, letter grades are an attractive policy instrument for school improvement; they are seemingly clear, simple, and easy to interpret. Evidence, however, on the use of letter grades as an instrument to rank and improve schools is scant at best. We address the gap in the literature by using student test scores to evaluate the use of Oklahoma's A-F grades as a school quality indicator. Achievement differences between letter grades were small and in most cases not statistically significant when student and school characteristics were held constant. School grades did not reveal large achievement gaps in the highest ranked schools. Additionally, free/reduced lunch and minority students in D and F schools outperformed peers in A and B schools.
Enterprise Risk Management in the Oil and Gas Industry: An Analysis of Selected Fortune 500 Oil and Gas Companies' Reaction in 2009 and 2010
Author: Rogers, Violet C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Risk Management,Fuels,Industry,Corporations

In 2009, four of the top ten Fortune 500 companies were classified within the oil and gas industry. Organizations of this size typically have an advanced Enterprise Risk Management system in place to mitigate risk and to achieve their corporations' objectives. The companies and the article utilize the Enterprise Risk Management Integrated Framework developed by the Committee of Sponsoring Organizations (COSO) as a guide to organize their risk management and reporting. The authors used the framework to analyze reporting years 2009 and 2010 for Fortune 500 oil and gas companies. After gathering and examining information from 2009 and 2010 annual reports, 10-K filings, and proxy statements, the article examines how the selected companies are implementing requirements identified in the previously mentioned publications. Each section examines the companies' Enterprise Risk Management system, risk appetite, and any other notable information regarding risk management. One observation was the existence or nonexistence of a Chief Risk Officer or other Senior Level Manager in charge of risk management. Other observations included identified risks, such as changes in economic, regulatory, and political environments in the different countries where the corporations do business. Still others identify risks, such as increases in certain costs that exceed natural inflation, volatility and instability of market conditions. Fortune 500 oil and gas companies included in this analysis are ExxonMobil, Chevron, ConocoPhillips, Baker Hughes, Valero Energy, and Frontier Oil Corporation. An analysis revealed a sophisticated understanding and reporting of many types of risks, including those associated with increasing production capacity. Specific risks identified by companies included start-up timing, operational outages, weather events, regulatory changes, geo-political and cyber security risks, among others. Mitigation efforts included portfolio management and financial strength. There is evidence that companies in later reports (2013) are more comprehensive in their risk management and reports as evidenced by their 10-K and Proxy Statements (Marathon Oil Corporation, 2013). [This article was originally published in the &quot;American Journal of Business Education,&quot; v6 n6 p577-584 (2013).]
Net Operating Working Capital, Capital Budgeting, and Cash Budgets: A Teaching Example
Author: Tuner, James A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Business Education,Money Management,Budgeting,Budgets,Accounting,Student Surveys,Student Satisfaction,Business Administration Education,Teaching Methods

Many introductory finance texts present information on the capital budgeting process, including estimation of project cash flows. Typically, estimation of project cash flows begins with a calculation of net income. Getting from net income to cash flows requires accounting for non-cash items such as depreciation. Also important is the effect of changes in net operating working capital on cash flow. While students readily understand how to account for depreciation when calculating cash flow, they typically have much more difficulty understanding how and why changes in working capital affect cash flows. This paper develops a teaching example to show exactly how and why changes in net operating working capital affect cash flows. The example shows how to derive operating cash flows for a proposed project using the accrual accounting method and then shows a cash budget for the same project. Finally, the example shows that the discrepancy between the cash flows shown in the cash budget and the operating cash flows can be resolved by accounting for changes in working capital. A survey of students in an MBA managerial finance course indicates student satisfaction with the teaching example and gives evidence that students prefer the teaching example to explanations of the effect of working capital on project cash flows given in the assigned text. [This article was reprinted from &quot;American Journal of Business Education&quot; v6 n6 p641-648 2013.]
The Power of Graphic Organizers: Effects on Students' Word-Learning and Achievement Emotions in Social Studies
Author: Ilter, Ilhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Materials,Vocabulary Development,Emotional Response,Social Studies,Quasiexperimental Design,Pretests Posttests,Experimental Groups,Control Groups,Concept Mapping,Questioning Techniques,Thinking Skills,Teaching Methods,Elementary School Students,Grade 4,Comparative Analysis,Program Effectiveness,Word Recognition,Foreign Countries,Context Effect

The purpose of this study was to investigate the effectiveness of three graphic organizers for teaching vocabulary and the development of the emotions-related to achievement. The study focused on the effects of different types of graphic organizers on word-learning and various emotions in social studies. This study was designed as a quasi-experimental design by utilizing a nonequivalent control group pretest-posttest design. The experimental group was instructed on vocabulary by using the Concept definition map, a Word-questioning strategy and a Circle thinking map for word-learning, while the control group was taught to use the C(2)QU [(Context (2)-Questioning-Using)] as a process of learning new vocabulary from context. The participants of this study were fourth-grade students from a state school in Bayburt, Turkey. The results indicated that the graphic organizers group was more successful than the comparison group in terms of improving general word recognition knowledge and meaningful leaps in acquisition of target word meanings. In addition, it was found that using different types of graphic organizers developed positive achievement emotions (i.e., enjoyment, hope and pride) more than contextual learning process in social studies.
Scaffolding Peer Collaboration through Values Education: Social and Reflective Practices from a Primary Classroom
Author: Morcom, Veronica E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Values Education,Antisocial Behavior,Student Attitudes,Diaries,Reflection,Peer Relationship,Prosocial Behavior,Meetings,Qualitative Research,Scaffolding (Teaching Technique),Parent Surveys,Elementary School Students,Interviews,Outcomes of Education,Foreign Countries,Institutional Characteristics,Action Research

Peers create one of the most significant contexts for developing prosocial values. This paper reports on a yearlong study of thirty one year 4/5 students where antisocial values were deep-seated. The aim of this qualitative research was to examine how to reduce antisocial behaviour and promote peer collaboration. The notion of whole-class scaffolding was applied to use the collective knowledge of the peer group and develop mutual respect to reduce antisocial behaviour. Social and reflective practices included: the Daily Social Circle; Weekly Class Meetings; student reflection logs and interviews and parent surveys. Two themes generated from the findings examine how students changed from &quot;antisocial behaviour&quot; to &quot;developing mutual respect&quot; through explicit values education. The findings suggest that whole-class scaffolding of peer collaboration was effective when values education was linked to students' collective needs, supported by targeted social and reflective practices. This research contributes to our understanding of operational values education.