ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Boots on the Ground&quot;: The Authority-Power Dynamic of Regional Service Centers in the Standards Era
Author: Pak, Katie
Date: 2021-03-15
Type: Journal Articles
Subjects: Educational Change,Academic Standards,State Standards,Education Service Centers,Administrator Attitudes,Program Implementation,Students with Disabilities,English Language Learners,Power Structure,Trust (Psychology),School Districts

The current context of standards-based reform has positioned regional service centers (RSCs), intermediary governmental agencies that support state policy implementation in local districts, as a critical source of professional development (PD). In this article, we ask how a governing body that districts often interact with during challenging reform processes manages maintain strong relationships with district and school staff, and thus maintain their image as trustworthy experts on standards implementation. We explore these questions using data from 108 interviews of state, district, and regional administrators in education agencies in Ohio, Texas, and California over a three-year period. We illustrate that by providing districts with (a) differentiated support specific to their unique needs, (b) materials and tools consistent with state content standards, and (c) expertise in supporting students with disabilities and English learners in standards-based environments, RSC staff become, in the words of one state leader, the state's trusted &quot;boots on the ground.&quot; [This article was published in &quot;Education Policy Analysis Archives&quot; (EJ1322296).]
Presentation, Expectations, and Experience: Sources of Student Perceptions of Automated Writing Evaluation
Author: Roscoe, Rod D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Writing Instruction,Writing Evaluation,Feedback (Response),Accuracy,Computer Software,Essays,Scoring,Revision (Written Composition),Teaching Methods,Undergraduate Students,Introductory Courses,Psychology,Prediction

Automated writing evaluation (AWE) is a popular form of educational technology designed to supplement writing instruction and feedback, yet research on the effectiveness of AWE has observed mixed findings. The current study considered how students' perceptions of automated essay scoring and feedback influenced their writing performance, revising behaviors, and future intentions toward the technology. The manner in which the software was presented--claims about the accuracy and quality of the automated scoring and feedback--were modestly related to students' expectations and perceptions. However, students' direct experiences with the software were most strongly associated with their perceptions. Importantly, students' perceptions seemed to have minimal impact on their &quot;in the moment&quot; use of the software to write and revise successfully. Students revised and improved their essays regardless of their positive or negative views of the system. However, positive and negative perceptions significantly predicted future intentions to use the software again or to recommend the software to a friend. Implications for AWE design, implementation, and evaluation are discussed.
Strong Pipelines, Strong Principals: A Guide for Leveraging Federal Sources to Fund Principal Pipelines
Author: Turnbull, Brenda
Date: 2021-12-00
Type: Guides - Non-Classroom
Subjects: Principals,Administrator Education,Federal Aid,Educational Finance,Financial Support,Standards,Personnel Selection,Job Placement,Administrator Evaluation,Supervisors,Management Information Systems,Planning,Educational Legislation,Elementary Secondary Education,Federal Legislation,Higher Education

Principal effectiveness matters for student outcomes, and strong principal pipelines matter for principal effectiveness. School districts looking to invest in such principal pipelines can use this guide to find the most promising federal funding sources to support their work. Research shows benefits for students and schools from what have come to be described as &quot;comprehensive, aligned principal pipelines&quot;--?????????????a set of coordinated procedures and policies designed to cultivate and support effective school leaders across the range of talent management activities under a district's purview. The guide identifies seven categories of procedures and policies: (1) Leader Standards; (2) High-Quality Pre-Service Principal Preparation; (3) Selective Hiring and Placement; (4) Evaluation and Support; (5) Principal Supervisor; (6) Leader Tracking System; and (7) Systems and Sustainability. For each category, the guide specifies related district activities, along with indicators of progress and the federal funding sources that may be most promising for each one.
California Computer Science Education Policy: Contributing Factors to Success and Opportunities for Further Progress
Author: Knudson, Joel
Date: 2021-09-00
Type: Reports - Research
Subjects: State Policy,Educational Policy,Computer Science Education,Educational Development,Access to Education,Policy Formation,Program Implementation,Alignment (Education),Educational Finance,Stakeholders,Faculty Development,Capacity Building,Equal Education,State Aid,COVID-19,Sustainability

Computer science (CS) education in California has grown substantially in the last decade. Early grassroots efforts have evolved into a broad coalition of educators, industry leaders, and other members of the CS community known as Computer Science for California (CSforCA). At the same time, developments in multiple aspects of state policy reflect an increasing commitment among Sacramento policymakers to expanded CS education. Nevertheless, troubling disparities in CS access and success continue to exist between traditionally advantaged students and their historically underserved peers. If California is to create an environment in which all students have opportunities to thrive in CS, further policy action will likely be part of the process. By drawing on interviews with 20 individuals involved in the CS education policy process--from people directly involved in creating policy to members of a CSforCA working group--this report explores the contributing factors to recent CS education policy successes and considerations for achieving further progress.
Assessing the Learning and Transfer of Data Collection Inquiry Skills Using Educational Data Mining on Students&apos; Log Files
Author: Gobert, Janice Darlene
Date: 2012-04-00
Type: Reports - Research
Subjects: Data Collection,Learning Analytics,Inquiry,Science Process Skills,Skill Development,Knowledge Level,Mastery Learning,Transfer of Training,Experiments,Hypothesis Testing,Physical Sciences,Middle School Students,Grade 8,Early Adolescents,Public Schools,Computer Simulation,Scientific Concepts

In this paper we explored whether engaging in two inquiry skills associated with data collection, designing controlled experiments and testing stated hypotheses, within microworlds for one physical science domain (density) impacted the acquisition of inquiry skills in another domain (phase change). To do so, we leveraged educational data mining techniques to both assess and estimate students' inquiry skills across domains. Analyses revealed that honing these skills in density activities provided benefits in terms of transfer and skill acquisition. More specifically, students who practiced in density activities first were more likely to show mastery of the designing controlled experiments skill than those who had no prior practice. These same students were also more likely to test their stated hypotheses during their first data collection in phase change. Thus, practice in one domain can positively impact acquisition and transfer of skill in a second domain, suggesting that inquiry skills also have a degree of domain generality.
Exploring the Practices of Secondary School Teachers in Preparing for Classroom Observation amidst the New Normal of Education
Author: Caratiquit, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Educational Practices,Observation,Foreign Countries,Teacher Evaluation,COVID-19,Pandemics,Public School Teachers,Teacher Attitudes,Faculty Development

Purpose: This study aimed to explore the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education. The emphasis of this study was drawn from the central question, &quot;What are the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education?&quot;. Research Methodology: This study used a qualitative research design. It employed a phenomenology design to explore the practices of secondary public school teachers in preparing the new normal classroom observation. Results: Teachers believe that classroom observation is a measuring tool for achieving their professional goals or performance level. They also think that classroom observation can evaluate and assess the students' learning outcomes effectively and efficiently. Limitations: This study was limited to 22 secondary public school teachers in Cagayan, Philippines. Contribution: It can be helpful for teachers to improve their teaching techniques, strategies, methods, and instructional materials to be used amid this new normal of education.
Investigation of Opinions of Teachers of the Hearing-Impaired Children about Serving as a Special Education Teacher
Author: Uçar, Ahmet Serhat
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Special Education Teachers,Students with Disabilities,Hearing Impairments,Children,Specialization,Teacher Competencies,Knowledge Level,Self Efficacy,Family Attitudes,Expectation,Teacher Administrator Relationship,Coping,Barriers,Problem Solving,Teaching Experience,Preservice Teacher Education,Foreign Countries

The aim of this study was to investigate the opinions of teachers of the hearing-impaired children about serving as a special education teacher. The research was designed as a descriptive case study within the framework of qualitative research methods. Two criteria that the participants to be included in the study should have were determined as follows: graduating from universities' hearing-impaired teaching programs and serving as a special education classroom teacher in schools affiliated to the MNE. The participants consist of 51 teachers meeting the specified criteria. Semi-structured interviews were held with 5 of the participants, and data were collected from 46 of them through an open-ended questionnaire. Given the pandemic period conditions we currently experience, the e-interviews were conducted using Zoom, while open-ended questionnaires were collected via Google Forms. Descriptive analysis technique was used in the analysis of the research data. The descriptive analysis process consists of four stages: creating a thematic framework, processing of data according to the thematic framework, identification of findings, and interpretation of findings. Study findings revealed that the fact that teachers serve out-of-field they graduated from led them to feel insufficient in terms of professional knowledge and competency. Besides, it was observed that they failed to provide sufficient benefit to the students, they had difficulties communicating with families, they failed to cooperate with the school administrators or other colleagues and could not find the necessary support.
School Life: Official Journal of the Office of Education. Volume 39: October 1956 to June 1957
Author: Carlson, Theodora E., Ed.
Date: 1957-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Enrollment Projections,Educational Facilities,Rural Schools,State Legislation,Special Needs Students,International Cooperation,Exchange Programs,Educational Research,Educational Media,Second Language Instruction,Engineering Education,Adult Education,Vocational Education,Elementary Education,Academic Persistence,Migrant Education,Educational Finance

This document contains the October 1956 through June 1957 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of Health, Education, and Welfare Office of Education. The journal issues cover a variety of topics across education sectors, record numbers of school-aged youth, enrollment projections, national school physical-plant needs, rural schools, state laws on education of exceptional children, the Geneva Conference, the United Nations, education exchange programs, education research, education media, foreign-language instruction, engineering education, adult education, vocational education, state early elementary education laws, the stay-in-school campaign, migrant education, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume 39 index is included.
School Life: Official Journal of the Office of Education. Volume XXXVI. October 1953 to June 1954
Author: Lloyd, John H., Ed.
Date: 1955-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Educational Facilities,Teacher Shortage,Court Litigation,Nuclear Energy,Educational Media,Second Language Instruction,Veterans Education,Adult Education,Civil Defense,Public Health,Desegregation Litigation,School Desegregation

This document contains the October 1953 through June 1954 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of Health, Education, and Welfare Office of Education. The journal issues cover a variety of topics across education sectors, record numbers of school-aged youth, national school physical-plant needs, school and teacher shortages, the U.S. Supreme Court ruling on school segregation in &quot;Brown v. Board of Education of Topeka&quot; 347 U.S. 483, the United Nations, atomic energy education, education media, foreign language study, veterans' education and training, adult education, civil defense education, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXXVI index is included.
Media&apos;s Misleading Portrayal of the Fight over Critical Race Theory
Author: Hess, Frederick M.
Date: 2021-11-00
Type: Information Analyses
Subjects: Mass Media,Critical Theory,Race,Deception,News Reporting,Periodicals,Teaching Methods,Laws,Language Usage,Racial Bias,Stereotypes,State Legislation,Controversial Issues (Course Content),Elementary Secondary Education,Political Attitudes

This report examines how media covered the critical race theory (CRT) debate in schooling through an analysis of all news articles published between September 2020 and August 2021 by four major newspapers (the New York Times, Washington Post, Wall Street Journal, and USA Today) and three major education press outlets (Education Week, the 74, and Chalkbeat). This report focuses on four relatively discrete questions: (1) How often were concerns about CRT's intellectual foundations, such as its skepticism of rationality and objectivity, mentioned?; (2) How often were controversial CRT-aligned instructional practices mentioned?; (3) How often did stories about laws passed to limit CRT (frequently referenced as &quot;CRT bans&quot;) actually quote the language of the laws in question?; and (4) What was mentioned in news coverage of CRT?
Human Resource Management Variables and Academic Staff Job Effectiveness in the University of Calabar, Cross River State, Nigeria
Author: Emeribe, Kelechi Victoria
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Human Resources,Labor Force Development,Content Validity,Correlation,College Faculty,Universities,Teacher Attitudes,Teacher Effectiveness,Faculty Development,Faculty Promotion,Faculty Evaluation,College Administration,Job Performance,Teacher Improvement

The study examined some human resource management variables and academic staff job effectiveness in the university of Calabar in Cross River State, Nigeria. To achieve the aim of this study, two research questions were raised and two hypotheses were formulated to guide the study. A correlational research design was adopted for the study. The population of the study comprises all the academic staff in the University of Calabar. The total number of all the academic staff is three thousand eight hundred and sixty (3860). A stratified random sampling technique was used to select total numbers of one hundred (100) respondents from the University of Calabar. Relevant data for the study was collected with a researcher-developed questionnaire titled: &quot;Human Resource Management Variable and Academic Staff Job Effectiveness Questionnaire&quot; (HRMVASJEQ). The instrument was subjected to face and content validity by experts in the administration of higher education and measurement and evaluation, Faculty of Education, University of Calabar. The Pearson Product Moment Correlation Analysis with the aid of the statistical package for social science (SPSS) version 25, was used for data analysis. The result revealed that the management of lecturers' appraisal/promotion and management of lecturers' in-service training significantly relate to their job effectiveness in the university. It was recommended that the university management should ensure that lecturers are appraised and promoted appropriately to enhance their lecturer job performance. Also, that the university management should make provision for lecturer in-service training to enhance learning and improving lecturers' job effectiveness.
Introducing Chemistry of Cleaning through Context-Based Learning in a High-School Chemistry Course
Author: Giammatteo, M. T. Lucila
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,High School Students,Chemistry,Student Projects,Relevance (Education),Teaching Methods,Inquiry,Sanitation,Foreign Countries

The following paper discusses the implementation of context-based learning to introduce the concepts associated to chemistry of cleaning in high-school students. The methodology proposed in Chemie im Kontext was followed and adapted with project-based learning to ensure key concepts were assimilated and related to students' everyday life. In such a way, the focus was drifted to a student-oriented approach in which students used the scientific method to inquire about the way in which cleaning products work from a chemical perspective. A collaborative approach was conducted to deliver a scientific poster that portrayed their work.
Inclusive Entrepreneurship Programme: Implications for University System Effectiveness
Author: Emeribe, Kelechi Victoria
Date: 2020-03-00
Type: Journal Articles
Subjects: Inclusion,Entrepreneurship,Program Effectiveness,Undergraduate Students,Foreign Countries,Universities,Educational Facilities,Stakeholders,Barriers,School Maintenance

The paper investigated inclusive entrepreneurship education programme and its implications for university system effectiveness in Cross River State, Nigeria. The study adopted descriptive survey design. Two research questions were formulated to give direction to the study. The population of the study was made up of all final year students that offered entrepreneurship courses in 2018/2019 academic session in public universities in Cross River State, Nigeria. Out of this population, 650 students were randomly selected as sample of the study. An 11-item questionnaire titled &quot;Inclusive Entrepreneurship Programme Questionnaire&quot; (IEPQ) was used for data collection. The instrument was validated by experts in Measurement and Evaluation, and Entrepreneurship, from University of Calabar. The reliability of the instrument was established using Cronbach Alpha method. This yielded 0.82 coefficient. The data obtained were analyzed using mean and standard deviation. It was found that inadequate basic facilities, poor maintenance culture of the facilities, inadequate programme instructors, and provision of basic entrepreneurship education facilities, employment of enough programme instructors were, among others, the challenges of inclusive education and stakeholders' role in promoting inclusive entrepreneurial education respectively. Consequently, it was recommended that educational stakeholders should intensify and sustain their roles in the administration of inclusive entrepreneurship education programme.
Developing Computational Thinking Ability in Early Childhood Education: The Influence of Programming Toy on Parent-Children Engagement
Author: Budiyanto, Cucuk Wawan
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Parent Participation,Student Participation,Robotics,Toys,Teaching Methods,Attention,Psychological Patterns,Learning Activities,Programming,Computation,Thinking Skills,Social Environment,Foreign Countries,COVID-19,Pandemics,School Closing,Parent Attitudes,Early Childhood Education

Technology and smart devices have become ubiquitous staples in every aspect of human life. Given the rise of computation in everyday life, introducing technology to early childhood students requires exposure to logical thinking and problem-solving skills through programming approaches or computational thinking. This research addresses an inquiry into a comprehensive elaboration of the development of early childhood computational thinking. A novel programming toy was introduced as an educational tool based on designated themes in accordance with early childhood education curricula. Five stages were conducted to reveal parental and child engagement in robotics activities and later, interviews were conducted on children's cognitive development from the parents' perspective. Children were observed exploring in various ways by concentrating and paying attention, doing the given activities and expressing their excitement and happiness. The notion that children learn from their social network environment was highlighted by the way in which the children involved in the KARIN programming toy's hands-on activities were driven to be more actively engaged in the exercise. In addition to parent-student engagement, the use of the KARIN programming toy helps to shed light on how students in early childhood learn while away from their social relations during a pandemic.
2019 Impacts of the Kids Read Now Summer Reading Program - A Quasi-Experimental Impact Study
Author: Borman, Geoffrey D.
Date: 2019-00-00
Type: Reports - Research
Subjects: Reading Programs,Summer Programs,Program Effectiveness,Outcomes of Education,Reading Achievement,Program Evaluation,Program Implementation,Scores,Elementary School Students

Drawing on administrative data and reading achievement data provided by two Midwestern school districts for three participating Kids Read Now schools, this successive year study provides the opportunity to study the reading outcomes of Kids Read Now students. Relying on data from the three schools, we contrast the reading outcomes for KRN student participants and a matched control group of non-participants with replicable results.