ethanporcaro/eric-fulltext-meta huggingface dataset:
Innovating Together: Enabling Libraries, Archives, and Museums for Sustainable Development. Selected Materials of the Annual Conference of the Pacific Islands Association of Libraries, Archives, and Museums (PIALA) (27th, Kolonia, Pohnpei State, Federated States of Micronesia, November 13-17, 2017)
Author: Drake, Paul B., Ed.
Date: 2018-00-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Libraries,Sustainable Development,Innovation,Information Literacy,Data Analysis,Technology Uses in Education,Academic Libraries,Library Services,Archives,Museums,Library Role,International Programs,Literacy Education,Library Development,Library Materials,Student Evaluation,Educational Resources,Cultural Relevance,Conferences (Gatherings),Strategic Planning,Professional Associations

This publication follows the tradition of publishing selected papers from the Pacific Islands Association of Libraries, Archives and Museums (PIALA) annual conferences. This 27th annual conference was held in Kolonia, Pohnpei State, Federated States of Micronesia, November 13-17, 2017. This volume includes a listing PIALA Officers and Executive Board, Conference schedule, Abstracts of Presentation and short biography of opening speaker and presenters. Presentations include: (1) The Role of Libraries in the United Nations Sustainable Development Goals by Wai Yi Ma; (2) Successful Early Eco-Development Literacy by Shra Renton and Edison Robert; (3) Innovating Together: Google Analytics for Libraries by Jefrey L. Libao; (4) Using Technology in Information Literacy Assessment: RFK Library, University of Guam by Roland A. San Nicolas; (5) 2017 HLA Conference Report Dr. Karen Peacock Memorial Scholarship Recipient by Erlinda C. Naputi; (6) Working Together to Find Innovative Ways to Promote our Resources by Paul B. Drake; (7) The State Of Libraries, Archives and Museums on Guam by Dante O. Perez;. (8) Culturally Relevant Resources For Micronesian Students and Communities by Jacqueline Hazen; (9) Entity Report: Territory of Guam by Dante O. Perez; (10) Entity Report: Kosrae State; (11) Entity Report: Pohnpei State by Jennifer Helieisar; (12) Entity Report: Republic of Palau by Reilly Hideos; (13) Entity Report: Republic of the Marshall Islands by Suciana Mark; (14) Highlights of Annual Membership Meeting; (15) PIALA Strategic Plan Update by Jefrey Libao, Roland A. San Nicolas, Atarino Helieisar. Appended are: Appendix 1: Chronology of Conferences with links to Proceedings; Appendix 2: Call for Papers; Appendix 3: Registration Form; Appendix 4: Invitation Letter; Appendix 5: Preconference Invitation Letter; Appendix 6: Accommodations; Appendix 7: PIALA brochure; and Appendix 8: Conference Highlights Briefs Volume 2 Issue #1 December 2017. [Individual papers contain references.]
An Investigation of Preschool Teachers Use of School Gardens in Turkey
Author: Mart, Mehmet
Date: 2015-06-00
Type: Journal Articles
Subjects: Preschool Teachers,Gardening,Teaching Methods,Outdoor Education,Preschool Education,Learning Activities,Foreign Countries,Teacher Attitudes,Instructional Materials

The aim of this research is to investigate the preschool teachers' use of school gardens in Turkey. The reason for this is that outdoor areas are the unique learning and developing environments for children due to yielding children to have developmental and learning opportunities (Bilton, 2010). However, outdoor activities are not enough emphasised in the latest preschool education programme, and such activities are left to teachers' initiatives (Ministry of National Education, 2013). To this end, the descriptive survey model was used to collect data from 156 preschool teachers from the different regions of Turkey via questionnaire. These collected data was analysed via SPSS 18 for windows. As a result, it was found out that there are some points with regard to using school garden, and there are also some significant factors, which lead teacher not to use school garden more such as lack of materials, types of grounds.
English Teachers&apos; Interest in Proverbs in Language Teaching
Author: Gözpinar, Halis
Date: 2014-00-00
Type: Journal Articles
Subjects: Proverbs,English Teachers,Teacher Attitudes,Teaching Methods,High School Teachers,English (Second Language),Language Teachers,Cultural Awareness,Foreign Countries,Second Language Instruction,Communication Skills,Reading Skills,Oral Language,Writing Skills,Humor,Cultural Differences,Figurative Language,Textbooks,Curriculum

In order to see English Teachers' attitudes towards learning and teaching proverbs, descriptive methods and quantitative approaches were used, and a questionnaire was answered by 84 English Teachers from grades 9 through 12 in two different cities Ordu, Turkey and Akhaltsikhe, Georgia.
STEM Jobs: 2017 Update. ESA Issue Brief #02-17
Author: Noonan, Ryan
Date: 2017-03-30
Type: Numerical/Quantitative Data
Subjects: STEM Education,Employment Patterns,Science Careers,Occupational Information,Education Work Relationship,Compensation (Remuneration),Wages,Educational Attainment,Undergraduate Study,Income,Unemployment,Employment Potential,Employment Qualifications,Labor Force

Science, technology, engineering and mathematics (STEM) workers help drive our nation's innovation and competitiveness by generating new ideas and new companies. For example, workers who study or are employed in these fields are more likely to apply for, receive, and commercialize patents. STEM knowledge also has other benefits; while often very specialized, it can be transferred to a wide variety of careers, particularly management occupations, while increased technology in the workplace means that, to handle non-repetitive tasks, workers need the critical thinking and technical skills that come with STEM training. This report, the first in a series of upcoming reports from OCE on the STEM economy, is an update of findings from our previous report, &quot;STEM: Good Jobs Now and for the Future.&quot; Future reports will update previous research by this office on sex, race, and ethnicity in STEM jobs, as well as present new findings about the geography of STEM jobs and the skills needed to participate in this vital sector of the economy. Key findings for this update, which are consistent with previous research, including research done by the Office of the Chief Economist (OCE) are that: (1) In 2015, there were 9.0 million STEM workers in the United States. About 6.1 percent of all workers are in STEM occupations, up from 5.5 percent just five years earlier; (2) Employment in STEM occupations grew much faster than employment in non-STEM occupations over the last decade (24.4 percent versus 4.0 percent, respectively), and STEM occupations are projected to grow by 8.9 percent from 2014 to 2024, compared to 6.4 percent growth for non-STEM occupations; (3) STEM workers command higher wages, earning 29 percent more than their non-STEM counterparts in 2015. This pay premium has increased since our previous report, which found a STEM wage advantage of 26 percent in 2010; (4) Nearly three-quarters of STEM workers have at least a college degree, compared to just over one-third of non-STEM workers; and (5) STEM degree holders enjoy higher earnings, regardless of whether they work in STEM or non-STEM occupations. A STEM degree holder can expect an earnings premium of 12 percent over non-STEM degree holders, holding all other factors constant. [To view the previous report, &quot;STEM: Good Jobs Now and for the Future,&quot; see ED522129.]
Shared Beliefs and Practices for Putting Purpose First in American Higher Education
Author: Complete College America
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Career Exploration,Educational Planning,Outcomes of Education,Career Choice,Academic Advising,Majors (Students),College Freshmen,Partnerships in Education,Disproportionate Representation,Labor Market,Academic Support Services,Educational Experience,Educational Objectives,Community Colleges,State Universities,Enrollment,Admissions Counseling,Career Counseling,Alignment (Education),Achievement Gap

Far too often, today's college students find themselves wandering through their academic experiences, choosing from a dizzying array of majors, courses, and out-of-classroom learning experiences. And while this smorgasbord of options is often portrayed as beneficial to the student experience, more than a decade of research suggests that too many choices, especially in the absence of adequate information, can at a minimum add unnecessary time and credits to a postsecondary credential and at worst prevent students from earning a postsecondary credential altogether. This document represents a shared vision for incorporating early career exploration and academic planning into the student onboarding experience. Alignment with student success efforts and research focused on ensuring students make an informed choice of a program and gain the momentum they need to earn a postsecondary credential of value is essential to optimize these practices and ensure the greatest outcomes for students.
A Fair Chance: An Action Guide for Teacher Preparation Programs
Author: National Council on Teacher Quality
Date: 2019-04-00
Type: Guides - Non-Classroom
Subjects: Elementary School Teachers,Preservice Teacher Education,Teacher Education Programs,Pedagogical Content Knowledge,Core Curriculum,Teacher Education Curriculum,Course Content,Courses,Educational Quality,Relevance (Education),Alignment (Education),Course Selection (Students),Best Practices,Undergraduate Study,Graduate Study,Teacher Certification,Alternative Teacher Certification,Teacher Competencies,College Entrance Examinations,Required Courses

Programs that prepare elementary teachers have a daunting responsibility -- they are readying the people who will teach children reading and numeracy, build a foundation in STEM and social studies subjects, all while providing many children's first introduction to formal schooling. By rising to this challenge, programs may also help a more diverse cohort of teachers reach the classroom. Given the magnitude of this task, programs may run into a few hurdles along the way. This &quot;Action Guide&quot; is designed to help programs address the set of challenges associated with building the content knowledge that teacher candidates need to reach the classroom and succeed once they arrive. [For the related report, &quot;A Fair Chance: Simple Steps to Strengthen and Diversify the Teacher Workforce,&quot; see ED593388.]
Investigation of Pre-School Children&apos;s Perception of Teacher in Their Drawings
Author: Kesicioglu, Oguz Serdar
Date: 2014-05-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Teachers,Student Attitudes,Freehand Drawing,Teacher Characteristics

This study aims to investigate pre-school children's perception of teacher in their drawings. The research group consists of 226 students in pre-school education institutions within city centers of Ankara and Giresun Provinces. Teacher drawings that children drew by instruction were analyzed with the Draw a Scientist Test--DAST which was developed by Chambers (1983) and consists of 13 categories and six sub-categories. In drawings of children included in this study, no drawings were found related to 3 categories; hence, only the drawings in other categories were assessed. The presence of sub-categories in each category was taken into account while coding. The frequencies and percentages obtained via descriptive statistics were presented on tables. According to the findings, majority of the children generally give place to positive properties in their drawings.
Technology &amp; Engineering Literacy Framework for the 2018 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: STEM Education,Technology Education,Engineering Education,Information Technology,Technological Literacy,Educational Technology,Technology Uses in Education,Computer Assisted Testing,Teaching Methods,Skill Development,Elementary Secondary Education,Alignment (Education),Science and Society,Ethics,Responsibility,Design,Communication Strategies,Cooperation,Goal Orientation,Evaluation Methods,Social Justice

Technology and engineering are increasingly being incorporated into school coursework, ranging from instruction on the use of computers and information technology within school subjects to classes that examine the role of technology in society, or courses that teach engineering design. Information communication technologies have become integral tools of the trade in academic, workplace, and practical contexts. Technology and engineering are essential components of contemporary science, technology, engineering, and mathematics (STEM) education. Because of this growing importance of technology and engineering in the educational landscape, the National Assessment Governing Board decided that an assessment of technological literacy would be an important addition to the National Assessment of Educational Progress (NAEP). The &quot;2018 NAEP Technology and Engineering Literacy Framework&quot; is a statement about what should be expected of students in terms of their knowledge and skills with technology, written to be the basis for an assessment of technology and engineering literacy appropriate for all students. It opens the door to seeing what our K-12 students know about technology and engineering, in the same way that NAEP assesses their knowledge and capabilities in reading, mathematics, science, and other subjects. [For the &quot;Technology and Engineering Literacy Framework for the 2014 National Assessment of Educational Progress,&quot; see ED563947.]
A Study of Active Shooter Incidents in the United States between 2000 and 2013
Author: Blair, J. Pete
Date: 2014-00-00
Type: Reports - Research
Subjects: Violence,Weapons,Crime,Law Enforcement,Prevention,Emergency Programs,Crisis Management,Incidence,Records (Forms),Community,Schools,Facilities,Public Agencies,Housing,Churches,Health Facilities,Homicide,Security Personnel

Active shooter is a term used by law enforcement to describe a situation in which a shooting is in progress and an aspect of the crime may affect the protocols used in responding to and reacting at the scene of the incident. Unlike a defined crime, such as a murder or mass killing, the active aspect inherently implies that both law enforcement personnel and citizens have the potential to affect the outcome of the event based upon their responses. To provide further clarity on these threats, the Federal Bureau of Investigation (FBI) in 2014 initiated a study of &quot;active shooter&quot; incidents. The goal of the FBI study is to provide federal, state, and local law enforcement with data so they can better understand how to prevent, prepare for, respond to, and recover from these incidents. As a result, the FBI identified 160 active shooter incidents that occurred in the United States between 2000 and 2013. Though additional active shooter incidents may have occurred during this time period, the FBI is confident this research captured the vast majority of incidents falling within the search criteria. To gather information for this study, researchers relied on official police records, FBI records, and open sources. The time span researched was intended to provide substantive results to aid in preparedness and response efforts. This study is not intended to explore all facets of active shooter incidents, but rather is intended to provide a baseline to guide federal, state, tribal, and campus law enforcement along with other first responders, corporations, educators, and the general public to a better understanding of active shooter incidents. [The report was published with Texas State University.]
Leveling the Playing Field for Rural Students
Author: AASA, The School Superintendent's Association
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Rural Education,Equal Education,Educational Opportunities,Student Needs,Educational Policy,Educational Quality,Barriers,Health,Vocational Education,Economic Development,Hunger,Children,Rural Schools,Poverty,At Risk Students,Minority Group Students,Graduation Rate,Academic Achievement,Educational Technology,Government Role

Many children and their families in rural America need better and more equitable educational opportunities. &quot;Leveling the Playing Field&quot; highlights the many and varied opportunities for Congress to act to ensure rural students receive the education they need and are given an equitable chance to succeed. The following policy initiatives will support the work already underway in some rural communities: (1) Enabling Access to New, High-Quality Educational Opportunities; (2) Addressing Health Barriers to Learning; (3) Leveraging Career and Technical Education Programs for Economic Growth; (4) Ending Food Insecurity for Rural Children; and (5) Adequately Investing in Rural Schools.
State Employment First Policies #3: Investing in Training and Technical Assistance to Build Capacity in Integrated Employment. Research to Practice. Issue No. 59
Author: Bose, Jennifer
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: State Policy,Employment Opportunities,Employment Services,Disabilities,Job Training,State Programs,Supported Employment,Capacity Building,Credentials,Professional Personnel,Self Advocacy,Transitional Programs,Conferences (Gatherings),Partnerships in Education,State Agencies

This brief is the third in a series focusing on Employment First implementation as it relates to one of the seven elements within the High-Performing States in Integrated Employment model. It examines the background of circumstances under which Employment First efforts began in seven states, and introduces each state's values, mission, and goals around increasing employment opportunities for people with disabilities. States may use the lessons in this brief to develop an Employment First policy, or to evolve existing efforts. [This is a publication of Access to Integrated Employment, a project of ThinkWork at the Institute for Community Inclusion.]
2019 Nebraska Higher Education Progress Report
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2019-03-14
Type: Reports - Descriptive
Subjects: Higher Education,Educational Practices,Progress Monitoring,Academic Persistence,Educational Attainment,Enrollment Trends,Colleges,Universities,College Freshmen,High School Students,Graduation Rate,Educational Trends,Sex,Race,Ethnicity,College Preparation,College Entrance Examinations,Scores,College Readiness,Benchmarking,Core Curriculum,In State Students,Out of State Students,High School Graduates,Student Mobility,White Students,Asian American Students,Hispanic American Students,American Indian Students,African American Students,Multiracial Persons,Proprietary Schools,Vocational Schools,State Colleges,Community Colleges,Private Colleges,Student Financial Aid,Grants,Minority Group Students,Scholarships,School Holding Power,Transfer Rates (College),Age Groups,Outcomes of Education

The &quot;2019 Nebraska Higher Education Progress Report&quot; is the fourteenth annual report designed to provide the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three major goals for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who persist and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. The &quot;2019 Nebraska Higher Education Progress Report&quot; provides legislators and other state policy makers with a detailed comparative analysis to monitor progress toward the three key priorities listed above. Throughout this report, the latest available statistics are analyzed in the context of 10-year trends. [For the &quot;2018 Nebraska Higher Education Progress Report,&quot; see ED590335.]
An Annual Report to the Legislature on English Language Learners, 2014-2015. Revised
Author: Oregon Department of Education
Date: 2016-08-04
Type: Reports - Evaluative
Subjects: English Language Learners,Student Needs,Student Characteristics,Educational Finance,State Aid,Funding Formulas,Expenditure per Student,Income,Expenditures,School Districts,Disadvantaged Youth,Economically Disadvantaged,Homeless People,Migrants,Immigrants,Poverty,Language Usage,Family Environment,Language Proficiency,Mathematics Achievement,Graduation Rate,Postsecondary Education,College Attendance,Special Education,Instructional Program Divisions,Elementary Secondary Education,Attendance,Dropout Rate,Student Behavior,Discipline

The Oregon English Language Learner Report is an annual publication required by law (ORS 327.016), which reports on financial information for English language learner programs, the objectives and needs of students eligible for and enrolled in an English language learner program, as well as provides information on the demographics of students in English language learner programs in each school district. In addition, this report provides a tool that makes data on English language learners accessible to researchers, media, students, and parents. [For &quot;A Summary to the Legislature of the Annual Report to the Legislature on English Language Learners, 2014-2015. Revised,&quot; see ED594369.]
A Summary to the Legislature of the Annual Report to the Legislature on English Language Learners, 2014-2015. Revised
Author: Oregon Department of Education
Date: 2016-08-04
Type: Reports - Evaluative
Subjects: English Language Learners,Student Needs,Student Characteristics,Educational Finance,State Aid,Funding Formulas,Expenditure per Student,Income,Expenditures,School Districts,Disadvantaged Youth,Economically Disadvantaged,Homeless People,Migrants,Immigrants,Poverty,Language Usage,Family Environment,Language Proficiency,Mathematics Achievement,Graduation Rate,Postsecondary Education,College Attendance,Special Education,Instructional Program Divisions,Elementary Secondary Education,Attendance,Dropout Rate,Student Behavior,Discipline

The Summary to the Legislature of the Oregon English Language Learner Report is a biennial publication required by law (ORS 327.016), which summarizes financial information for English language learner programs, the objectives and needs of students eligible for and enrolled in an English language learner program, and information on the demographics of students in English language learner programs. Typically this report will summarize the two most recent reports prepared under subsection (1) of ORS 327.016 prior to January 1 of each odd-number year. However, only one year has lapsed since the passage of this legislation. Therefore, this summary only comprises one year of data. [For &quot;An Annual Report to the Legislature on English Language Learners, 2014-2015. Revised,&quot; see ED594368.]