ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Predictive Reasoning in Grades 3 through 4
Author: Oslington, Gabrielle Ruth
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Thinking Skills,Prediction,Grade 3,Grade 4,Elementary School Students,Climate,Data Use,Age Differences,Comprehension,Cognitive Processes

This longitudinal study aimed to determine changes in students' predictive reasoning across one year. Forty-four Australian students predicted future temperatures from a table of maximum monthly temperatures, explained their predictive strategies, and represented the data at two time points: Grade 3 and 4. Responses were analysed using a hierarchical framework of structural statistical features. Students were more likely in Grade 4 than Grade 3 to make reasonable predictions (87% vs 54%), to demonstrate data transnumeration in their representations (71% vs 19%), and to describe data prediction strategies based on extraction, clustering, aggregation of data, and observations of measures of central tendency.
The Metaphor of Transition for Introducing Learners to New Sets of Numbers
Author: Kontorovich, Igor'
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Numbers,Correlation,Figurative Language

Is the natural number 7 rational? Is it complex? We argue that the answers to these questions relate to the ways numbers are taught. Commonly, a new kind of numbers is presented as an expansion of a previously familiar kind of numbers, which results in a nested image of the relations between number sets. In this article, we introduce an alternative approach, in which one transitions between different numerical domains, some subsets of which are isomorphic.
The Perceptions of Israeli Teachers towards PISA - International Test
Author: Zamir, Sara
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Secondary School Teachers

PISA test is a comparative international large-scale test which was founded and edited by OECD (Organization for Economic Co-operation and Development). This test measures the achievements of pupils aged 15 in approximately 80 countries worldwide. This study examined the perceptions of teachers in Israel towards PISA. The study have found that many teachers are ignorant of the nature and objectives of PISA. It is evident that the teachers are outside the circle of action associated with PISA. Hence, the main conclusion of the study is that all interested parties, academics, teachers and administrators alike, must operate in reciprocity in order to shape the future character of the education system's graduate. This will not only change the Israeli education system's achievements but also may improve the face of future society. [For &quot;NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3,&quot; see ED616185.]
Secondary Practices, Predictors, and Postsecondary Outcomes for Individuals with Autism Spectrum Disorder. Annotated Bibliography
Author: Rusher, Dana
Date: 2018-00-00
Type: Reference Materials - Bibliographies
Subjects: Autism,Pervasive Developmental Disorders,Transitional Programs,Students with Disabilities,Annotated Bibliographies,Student Development,Outcomes of Education

Transition planning and post-school outcomes for students with autism spectrum disorder (ASD) continue to receive growing attention in both practice and research. The purpose of this annotated bibliography is to summarize relevant research on practices and predictors of post-school success for individuals with ASD and to provide practitioners, families, special education professionals, and researchers information on current literature related to what may improve the post-school outcomes of this population. The bibliography includes articles from 1985 to 2018 and is divided into three major sections. The first two sections include summaries of studies involving secondary transition practices and predictors (the how-to strategies). Practices are micro level focused on specific interventions, strategies, or curriculum implemented with students to assist them in developing the skills to be successful adults. Predictors are macro level variables that influence systems, programs, and general practices and skills students need to be successful after high school. The third section summarizes research that gathered post-school outcome information on students with ASD. [This bibliography was co-prepared by the ASD Technical Work Group.]
The Politics of Community College Districts: A National Overview and Implications for Racial Gerrymandering in Texas. CEPA Working Paper No. 21-08
Author: Baker, Dominique J.
Date: 2021-08-05
Type: Reports - Research
Subjects: Politics,Community Colleges,Voting,Civil Rights,Racial Bias,Racial Discrimination,Geographic Location,Racial Segregation,State Policy,Political Divisions (Geographic)

At least 38 states have created service areas or &quot;districts&quot; for each of their community colleges. However, little is known about the geographic boundaries of community college districts, the political process that defines them, and how they relate to institutional racial segregation. Given this dearth of knowledge, we studied nearly 150 state policy documents nationally and the actual district boundaries of Texas community colleges in order to investigate the larger political process of determining boundaries and whether gerrymandering is present. We found significant variation across the United States, including in who determines the boundaries and whether the districts have associated tuition reductions. In our case study, we also found evidence that at least some of Texas's community college districts may exhibit evidence of gerrymandering.
Tracking College-to-Career Pathways for Illinois Foster Youth. Thought Papers Series. Vol. 1, Issue 2
Author: Brown, Chequita S.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foster Care,Vocational Education,Access to Education,Admission (School),Educational Attainment,At Risk Students,Student Needs,Enrollment,Academic Persistence,Graduation,Postsecondary Education,Federal Legislation,Educational Legislation,Barriers,Program Effectiveness,Leadership Responsibility,Student Recruitment,Data Collection

In Illinois, there are more than 21,000 children and youth in foster care. Approximately 26% of these individuals are 13 and older (Illinois Department of Children &amp; Family Services [IDCFS] 2021). Although career and technical education (CTE) programs are offered at both secondary and postsecondary educational levels, little to no data about current and former foster youths' CTE program matriculation and attainment is available. Considering that foster youth are identified as a disadvantaged population under Perkins V, it is imperative to address the need for: (1) an increased awareness of and access to CTE programs among foster youth; and (2) systematic tracking of Illinois foster youths' enrollment, retention, and graduation from CTE programs at the postsecondary educational level. This brief highlights two sections within the Perkins V Act: Section 7, Definitions, which recognizes current and former foster youth as a special population; and Section 112, Accountability, which provides an overview of the state and local reporting requirements relative to CTE program outcomes for identified special populations. The brief then provides recommendations to improve statewide tracking of foster youths' postsecondary educational attempts and attainment in Illinois CTE programs.
Differentiation Practices in Grade 2 and 3: Variations in Teacher Behavior in Mathematics and Reading Comprehension Lessons
Author: Ritzema, Evelien S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Individualized Instruction,Grade 2,Grade 3,Elementary School Teachers,Reading Comprehension,Reading Instruction,Mathematics Instruction,Context Effect,Classroom Techniques,Student Diversity,Observation,Academic Achievement,Teaching Styles,Classroom Communication,Student Needs,Foreign Countries,Nonparametric Statistics,Statistical Analysis

This study focused on the differentiation practices of second- and third-grade teachers in mathematics and reading comprehension lessons. Preconditions for differentiation, classroom organization, and how teachers dealt with students of different ability levels were investigated through observations, using a time-sampling instrument. Data of 43 teachers, from 18 schools, show the importance of taking context factors into account. The study also focused on how students of four different performance levels were addressed by their teachers. It was found that teachers mostly adapted teaching to the relatively weak performing students in their class by addressing them more often, in a content-related way. Relatively advanced students received additional attention less often.
Strategy Instruction versus Direct Instruction in the Education of Young Adults with Intellectual Disabilities
Author: Blik, H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Intellectual Disability,Direct Instruction,Teaching Methods,Learning Strategies,Adolescents,Assignments,Special Education,Daily Living Skills,Vocational Education,Grade 8,Pretests Posttests,Program Implementation,Observation,Comparative Analysis,Scores,Intervention,Statistical Analysis,Statistical Significance

In the Netherlands, students with intellectual disabilities (ID) attend practical education (PE). Teachers generally use demonstration as a form of direct instruction (DI) and students have difficulty working independently. Strategy instruction (SI) is a question-answer-based method that stimulates students' autonomy by getting them to verbalize task strategies. A small scale teaching experiment involving a total of 33 students (aged 14 to 15 in four classes at two schools) was conducted. Classes were randomly assigned to SI or DI. Students who received SI had higher quality post-test assignments and were able to verbalize them better than students in the DI group.
Life in a Fishbowl: The Evolution of the Communication Center as a Sustainable Component of Institutional Culture
Author: Strawser, Michael G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Research,College Faculty,College Students,School Personnel,Academic Support Services,Interpersonal Communication,School Culture,Information Technology,Technology Uses in Education

In 2015, Kathleen Turner offered several benefits of Communication Center research and mentioned areas for future study. Turner (2015) believes that communication center directors would benefit from research that crosses institutional boundaries and contexts. Further, it is important that communication center directors demonstrate what clients have gained from the center. We must continue to recognize that &quot;clients&quot; are multi-faceted and our communication center spaces serve students, faculty, staff, administrators and the institution. Thus, this manuscript will, as Turner (2015) pleaded, help others think through how to &quot;enhance their communication centers with clients, colleagues, and communities&quot; (p. 3). Ultimately, it is important for center staff, as well as affiliated faculty and administrators, to concern ourselves with how the center integrates itself as part of the institution's culture.
Deconstructing Social Unrest as a Response to Redefine Strained Relationships between Students and University Authorities
Author: Omodan, Bunmi Isaiah
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Activism,Social Problems,Universities,Student College Relationship,Crisis Management,Student Behavior

The university system in Nigeria has been characterised by persistent social unrest traceable to strained relationships between students and the university authorities. Observations, reports and literature confirm that students' unrest in the universities has become a clog in the wheel of development and speedy actualisation of university goals and objectives. The need to manage and maintain the social space for relative peace and tranquility thereof is expedient. This study aims at redefining students and university authority relationships as a tool to deconstructing students' unrest in Nigerian universities. Human Relations Theory of Management (HRTM) was used to theorise this study while Transformative Paradigm (TP), which was adopted as a stance to forestall existing and future unrest was used to lens the study. Participatory Action Research (PAR) was adopted as a research design for the study. The sample size for this study consists of 10 participants: three student leaders, three university management members, two lecturers and two security personnel were selected using expert sampling techniques. Focused Group Discussion (FGD) was used to collect data from the participants, and the data collected were analysed using Socio-thematic Analysis (StA). This study reveals that inadequate funding is a significant challenge resulting in students' unrest. Contrarily, the provision of student personnel services along with modern maintenance culture, transparency and accountability were found to be the dimension of peaceful university operation devoid of social unrest and therefore becomes a tool to deconstruct the strained relationship between students and the university authorities.
School Personnel and Leadership Collaboration Model for Ideal Work Contexts
Author: Ansley, Brandis M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Teacher Administrator Relationship,School Personnel,Cooperation,Leadership Styles,Participative Decision Making,Models,Educational Practices,Best Practices,Leadership Effectiveness,Faculty Workload,Educational Resources,Job Satisfaction,Principals,Elementary Schools

This article describes the school personnel and leadership collaboration (SPLC) model, a shared-responsibility framework for faculty, staff, and administrators. Prior research consistently demonstrates the need for (a) administrative support for teachers and other school personnel and (b) collegial support among staff. The SPLC model represents an amalgamation of this research and, moreover, integrates personnel support for leadership. In the managerial sciences, leader-member exchange (LMX) is a well-known relationship-based leadership approach that focuses on a dyadic or two-way relationship between supervisors and their employees. Though managers are responsible for overseeing operations, personnel contribute ideas, participate in decision-making, and follow through with their responsibilities. LMX is associated with positive work experiences and job performance outcomes. In contrast, schools are often run with a top-down leadership approach that solicits little to no input from staff, leading to low morale, high attrition rates, and negative school climate. Thus, the SPLC model was inspired by LMX and emphasizes practices, such as shared decision-making, staff autonomy, and shared responsibilities. Detailed examples of ways schools may apply the SPLC model to their practices are included.
Departmentalization for Mathematics: Is It Beneficial for the Teacher, Students, and Teacher Candidates?
Author: Eichhorn, Melinda S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Mathematics Tests,Scores,College School Cooperation,Practicums,Teaching Methods,Preservice Teacher Education,Elementary School Teachers,Departments,Models

Studies have shown that both the departmentalized and self-contained models of instruction can help students achieve strong mathematics scores on standardized tests, and school administrators must consider their teachers and students when deciding on an instructional model. However, little research has considered the effect of the instructional model on initial license teacher candidates and school-university partnerships. Drawing from a Massachusetts college's experience with practicum placements for elementary candidates pursing a generalist license (Grades 1-6), implications for teacher preparation programs are explored as more upper elementary classrooms move to a departmentalized model for mathematics.
Using LibGuides to Deliver Communication-Based Resources: A behind the Scenes Partnership between a Writing and Communication Center and a University Library
Author: Dvorak, Kevin
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Libraries,Library Services,Writing (Composition),Academic Support Services,Guides,Writing Instruction,Web Sites,Undergraduate Students,Communication Skills,Usability,Program Effectiveness,Program Evaluation

In January 2018, Nova Southeastern University opened the NSU Writing and Communication Center (WCC), an innovative academic work environment that offers writing and communication assistance to all 20,000-plus NSU students. A key component of the WCC is its online writing and communication resources. These resources are made available to all NSU students and faculty through a collaboration between the WCC and the university's main library, the Alvin Sherman Library, Research, and Information Technology Center. While the WCC is ultimately responsible for developing and publishing its own web content, the library provides its LibGuides platform as a host for the WCC's resources--and Alvin Sherman librarians help maintain, assess, and contribute to these resources. This article examines the LibGuide-based collaborative relationship between the center and the library, discussing how and why it formed, how it operates, and how it conducts assessment.
Developing an Instrument to Observe and Evaluate Assessment System Maturity
Author: Robertson, Royce L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Feedback (Response),Higher Education,Evaluation Methods,Computer Software,Outcomes of Education,Evaluation Criteria,Models,Systems Approach

Maturity models fill the need for a measure of overall growth in how outcomes assessment is defined and how feedback informs improvement to meet internal and external expectations at individual institutions of higher education. An exploratory qualitative study was conducted to develop an instrument, the Assessment System Maturity Matrix (ASMM), to observe and evaluate outcomes assessment system maturity. Research procedures included conducting a literature review and comparing business, software, and limited education maturity models; administering self-reported questionnaires to higher education outcomes assessment professionals; and piloting the instrument. Data collection results provided the ideal criteria for the ASMM design and content and led to ASMM development and refinement. Some deviation from the established maturity order sequence of plan, build, implement, and evaluate was noted. The ASMM can enable diverse institutions of higher education to focus on current assessment practice maturity efficiently to determine subsequent actions to improve outcomes assessment performance. Further research is required to explore the awareness and development of outcomes assessment system maturity awareness among the various types of institutions within the higher education community.
Higher Education Efficiency Frontier Analysis: A Review of Variables to Consider
Author: Ferro, Gustavo
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Efficiency,Institutional Evaluation,Measurement Techniques,Educational Quality,Educational Environment,Universities,Evaluation Methods,Evaluation Criteria

The measurement of efficiency in higher education has gained a growing interest in recent years, especially due to the expansion of the university system. This paper provides a review of the literature on efficiency in higher education institutions by covering empirical articles which applied frontier efficiency measurement techniques from 1997 to 2019. We review the methodological approaches used, both parametric and non-parametric techniques, such as Data Envelopment Analysis, Malmquist index and Stochastic Frontier Analysis. Secondly, we list the applied inputs, input prices, outputs, quality, and environment variables and based on the overview, we discuss the advantages and drawbacks of the different empirical proxy variables used. We address the importance of characterizing students and research funding as raw materials of both the teaching and research services, respectively, and we provide suggestions on how to deal with them empirically. We also discuss the difference between quality and environmental variables, and we give some practical indications to distinguish them in doubtful cases.
Unification of Multimedia with Techniques of Art and Vedic Aphorisms for Development of Mathematical Skills: A Study of Indian and UK School Students
Author: Bawa, Surinderjit Kaur
Date: 2020-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Art Education,Mathematics Instruction,Interdisciplinary Approach,Teaching Methods,Computation,Pattern Recognition,Comparative Education,Elementary School Mathematics,Instructional Effectiveness,Comparative Analysis,Foreign Countries,Computer Software

Multimedia programs having a number of elements like Texts, spoken words, sound &amp; music, graphics, animations and still pictures provide different stimuli in their presentations. Art is the field of education that provides a platform for rigorous investigation, representation, expression, and reflection of both scholastic content and the art form itself. The integration of art with other subjects of the school curriculum can open new pathways of learning for students. Vedic Mathematics is an approach to resolve the crisis in education especially in the field of mathematics. It is not simply a collection of new computational techniques; rather, it provides an entirely different approach to the mathematical computation based on pattern recognition. The present paper deals with the development of multimedia packages using techniques of art and Vedic aphorisms on some selected common topics of curriculum of UK and Indian elementary mathematics and the effectiveness of multimedia packages for the development of mathematical skills. The study was conducted using quasi experimental design for research in both countries. The quantitative analysis of data revealed that the multimedia packages developed by using techniques of art and Vedic Aphorisms have significantly improved the mathematical skills of UK elementary school students.
Inviolable Norms of Primary Role Advisors
Author: Wilson, Maureen E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Advising,Faculty Advisers,Norms,Measures (Individuals),Behavior Patterns,Factor Analysis,Sanctions,Teacher Behavior,Policy,Compliance (Legal),Morale,Supervision,Confidentiality,Educational Practices,Teacher Characteristics

The purpose of this study was to determine if there is evidence of a normative structure for primary role advisors and, if so, whether views of those norms vary by personal and positional characteristics. We developed the Academic Advising Behaviors Inventory (AABI) and surveyed members of NACADA: The Global Community for Academic Advising. Using principal components factor analysis, we identified four inviolable norms that primary role advisors regard as requiring severe sanctions when crossed: Policy Violation, Disrespectful Interactions, Neglectful Supervision, and Confidentiality Breach. Regression analyses revealed some significant differences in the perception of these norms by gender identity, race, and supervision. We conclude by discussing implications for practice and future research.