ethanporcaro/eric-fulltext-meta huggingface dataset:
Navigating the Digital Shift: Mapping the Acquisition of Digital Instructional Materials
Author: Fox, Christine
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Instructional Materials,State Policy,Guidelines,State Surveys,Electronic Publishing,Electronic Libraries,Performance Factors,Usability,Funding Formulas,Budgeting,Program Implementation,Adoption (Ideas),Change Strategies,Interviews,State Action,Educational Technology

In 2015, the State Educational Technology Directors Association (SETDA) administered the Digital Instructional Materials Survey regarding state policies and guidelines for the acquisition, vetting, and funding of instructional resources for all 50 states, Guam, and the Commonwealth of Northern Mariana Islands (CNMI). Based upon this survey, independent research, and interviews with educators from a variety of educational and government organizations, this publication strives to inform educators, non-traditional instructional materials publishers, technology developers, and investors on the increasingly supportive environment of states with respect to innovation around digital instructional materials. Seven states reported that they have statutes requiring the implementation of digital instructional materials in the next five years. This is a dramatic shift in state policy, as legislators are now recognizing the benefits of digital learning and the need for instructional materials that are available via devices anywhere, anytime. Additionally, all states that have a textbook definition now include digital materials as part of that definition. States are working towards ensuring a vibrant marketplace with more than half of states reporting that they are creating policies and specific procedures for companies to follow when selling digital instructional materials. This report is organized around the following six areas: (1) essential conditions; (2) state acquisition policies; (3) funding and budget implications; (4) state policies; (5) current progress; and (6) next steps. This report complements the Digital Instructional Materials Acquisition Portal (DMAPS), an online database with details regarding each state's policies and practices regarding the acquisition of digital instructional materials. The following are appended: (1) Endnotes; (2) Website: Digital Instructional Materials Acquisition Policies for States (DMAPS); (3) State Digital Instructional Materials Policy Highlights; (4) School/District Exemplars; (5) Glossary; (6) Licensing for Digital Resources Chart; and (7) K12 Instructional Materials Acquisition Process.
GeoGebra 3D from the Perspectives of Elementary Pre-Service Mathematics Teachers Who Are Familiar with a Number of Software Programs
Author: Baltaci, Serdal
Date: 2015-00-00
Type: Reports - Research
Subjects: Computer Software,Mathematics Instruction,Educational Technology,Geometry,Visualization,Problem Solving,Geometric Concepts,Elementary School Teachers,Preservice Teachers,Mathematics Teachers,Semi Structured Interviews,Student Attitudes,Foreign Countries,Case Studies

Each new version of the GeoGebra dynamic mathematics software goes through updates and innovations. One of these innovations is the GeoGebra 5.0 version. This version aims to facilitate 3D instruction by offering opportunities for students to analyze 3D objects. While scanning the previous studies of GeoGebra 3D, it is seen that they mainly focus on the visualization of a problem in daily life and the dimensions of the evaluation of the process of problem solving with various variables. Therefore, this research problem was determined to reveal the opinions of pre-service elementary mathematics teachers who can use multiple software programs very well, about the usability of GeoGebra 3D. Compared to other studies conducted in this field, this study is thought to add a new dimension to the literature on GeoGebra 3D because the participants in the study had received training in using the Derive, Cabri, Cabri 3D, GeoGebra and GeoGebra 3D programs and had developed activities throughout their undergraduate programs and in some cases they were held responsible for those programs in their exams. In this research, we used the method of case study. The participants consisted of five elementary pre-service mathematics teachers who were enrolled in fourth year courses. We employed semi-structured interviews to collect data. It is concluded that pre-service elementary mathematics teachers expressed a great deal of opinions about the positive contribution of the GeoGebra 3D dynamic mathematics software.
Reflections from the Analytic Geometry Courses Based on Contextual Teaching and Learning through GeoGebra Software
Author: Yildiz, Avni
Date: 2016-10-00
Type: Reports - Research
Subjects: Geometry,Mathematics Instruction,Computer Software,Teaching Methods,Elementary School Teachers,Mathematics Teachers,Preservice Teachers,Geometric Concepts,Technology Uses in Education,Case Studies,Worksheets,Semi Structured Interviews,Models,Foreign Countries

Contextual teaching and learning can fill the gap between abstract mathematical concepts and real life practices. Analytic geometry is among the courses which constitutes a gap in this regard. Moreover, when the relevant literature is reviewed, it is seen that researches on analytic geometry mainly focus on achievement and comparing the computer-aided software with other methods. In this context, this study aimed to investigate &quot;How elementary preservice mathematics teachers learn cylindrical and spherical coordination in contextual teaching and learning environments, supported by the GeoGebra software.&quot; Case study was conducted. Eight preservice mathematics teachers participated in the study. The instruments of the study were composed of worksheets, semi-structured interviews and models, created through the GeoGebra software. As a result of the study; it was revealed that preservice mathematics teachers can learn cylindrical and spherical coordination in a meaningful and permanent way.
Availability, Level of Use and Constraints to Use of Electronic Resources by Law Lecturers in Public Universities in Nigeria
Author: Amusa, Oyintola Isiaka
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,College Faculty,Legal Education (Professions),Teacher Surveys,Access to Computers,Access to Information,Barriers,Technological Literacy,Electronic Publishing,Questionnaires,Statistical Analysis

(Purpose) This study surveyed the level of availability, use and constraints to use of electronic resources among law lecturers in Nigeria. (Methodology) Five hundred and fifty-two law lecturers were surveyed and four hundred and forty-two responded. (Results) Data analysis revealed that the level of availability of electronic resources for the use of the law lecturers was very low; most of major electronic information resources on law like LexisNexis, Westlaw, Kluwer Arbitration, and I-law are not readily available. They are being subscribed to during accreditation exercises only. (Conclusions) Use of electronic resources on law among the law lecturers was low. Majority of them reported non-use of the resources. This is due to low level of availability of the resources, non-availability of desired electronic resources within the universities, absence of sufficient training on the use of electronic resources, paucity of work stations to access electronic resources within the universities, and low level of local contents among others. (Recommendations) The study recommended regular subscriptions to electronic resources and provision of basic information literacy skills with emphasis on how to access, retrieve, download and print electronic resources for the law lecturers.
Response to Intervention: Does It Improve Literacy Skills for At-Risk Students?
Author: Vatakis, Tiffany
Date: 2016-10-02
Type: Reports - Research
Subjects: Response to Intervention,Literacy,Literacy Education,At Risk Students,Kindergarten,Academic Achievement,Special Education,Elementary School Students,Screening Tests,Qualitative Research,Parent Surveys,Learning Disabilities,Disability Identification,Phonological Awareness,Young Children,Public Schools,School Districts

Response to Intervention (RTI) has been used in the public school system to improve student achievement in areas of weakness and identify students who may need further resources. The local goal is to improve the retention rate and identify those students that may need additional support systems. The overall goal is to decrease the number of children in special education by offering interventions at each of the three tiers. There is little research on RTI in the Pre-Kindergarten environment. This study was conducted using thirty-eight four-year-old Kindergarten students at Pickens Elementary School in Pickens, SC. These students qualify for the program based on a pre-screening assessment and parent survey. The most at-risk students are accepted first, and the program is considered an intervention for these students. There were some students who attended this program that were still receiving RTI and being retained in Kindergarten, so the researcher conducted a study to see if RTI would be successful in the four-year-old Kindergarten program. The researcher used the quantitative research process to determine if RTI improved student's achievement in the area of literacy, specifically the areas of letter and letter sound identification. The measuring instrument was the Phonological Awareness Literacy Screening (PALS) assessment. Student's scores were compared before and after tier two of the RTI model. The researcher concluded that out of twenty-four possible growth targets, sixteen were met or exceeded. That means that sixty-seven percent of growth targets were reached or exceeded after tier two of the RTI model. Therefore, the research indicated an increase in student achievement after Response to Intervention in a four-year-old Kindergarten classroom. A Phonological Awareness Literacy Screening summary sheet and letter/sound assessments are appended.
Knowledge Types Used by Eighth Grade Gifted Students While Solving Problems
Author: Baltaci, Serdal
Date: 2014-12-00
Type: Reports - Research
Subjects: Academically Gifted,Problem Solving,Mathematics Instruction,Mathematics Education,Mathematics Teachers,Mathematical Concepts,Mathematics Skills,Interviews,Mathematics,Foreign Countries,Case Studies,Grade 8,Elementary School Mathematics,Elementary School Students,Elementary School Teachers

This study aims to determine how primary school eighth grade (14 years old) gifted students use knowledge types while solving problems. In the context, the data were collected through clinical interviews conducted with three gifted students. The students' voice recordings during problem solving and the solutions they wrote on the paper formed the data of the study. We found out that gifted students use more algorithmic knowledge and less schema knowledge in the problems that they had to solve. It can be said that the reduced usage of schema knowledge is likely to be a result of the fact that the gifted students produce different solutions using the field knowledge instead of remembering the schemas of similar problems they have encountered before.
AACC CEO Survey: Compensation
Author: Phillippe, Kent A.
Date: 2016-04-00
Type: Reports - Research
Subjects: Compensation (Remuneration),Community Colleges,College Presidents,Administrator Surveys,Public Colleges,Online Surveys,Administrator Characteristics,Fringe Benefits,Retirement Benefits

In 2015, the American Association of Community Colleges (AACC) conducted a survey of community college chief executive officers (CEOs) to collect their opinions on current issues, and gather information on their compensation. This report provides the results from this survey. The AACC CEO Survey was sent to 960 public community college presidents. The initial selection represented all community college chief executive officers (president, chancellor, etc.) of regionally accredited, predominantly associate degree-granting public colleges. An e-mail was sent to each CEO with an invitation to participate in the survey. AACC received usable responses from 239 college CEOs. Respondents to the survey were generally representative of all community college CEOs, and had, on average, been serving in their current position for slightly more than 5.5 years with an average age of 58.6 years. In 2015, the median CEO salary for all respondents was $185,000. Further analysis reveals that compensation varies considerably by institutional characteristic, such as enrollment, urbanicity of the college, and complexity of the college and region of the country the college was located. Salaries in 2015 were on average 2% higher than the prior year. Responding CEOs also reported income other than salary. Roughly 20% of CEOs reported they received incentive compensation, with board evaluation or achievement of stated goals the most common means for evaluating completion of incentives. Nearly two thirds of the CEOs indicated they received some form of assistance with automobile expenses, but less than one third received assistance with housing. Half received a budget for professional club dues. Virtually all CEOs reported receiving retirement benefits. Most common were defined contribution plans or defined benefit plans. About 20% reported having deferred compensation benefits. Eighty percent of the responding CEOs indicated that they would retire within 10 years--35% within 5 years.
Action Steps for Advancing Transfer Student Success: Lessons Learned from Cross-Institutional Collaborations
Author: Dolinsky, Rebecca
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Institutional Cooperation,Qualifications,Benchmarking,Degree Requirements,Guidelines,Consortia,Organizational Change,Trust (Psychology),Teacher Participation,Alignment (Education),Organizational Culture,Needs Assessment,Organizational Objectives,Strategic Planning,Shared Resources and Services,Statewide Planning,Workshops,Capacity Building,Teacher Collaboration,Scaffolding (Teaching Technique),College Transfer Students,Transfer Policy,Transfer Programs,College Planning,Change Strategies,Case Studies

The Association of American Colleges and Universities (AAC&amp;U) launched Quality Collaboratives (QC): Assessing and Reporting Degree Qualifications Profile Competencies in the Context of Transfer in 2011 as a three-year project that engaged educational, assessment, and policy leaders in student learning outcomes assessment and transfer pathways. With funding from Lumina Foundation and the William and Flora Hewlett Foundation, the QC project was organized through AAC&amp;U's current signature initiative, Liberal Education and America's Promise (LEAP), which champions a twenty-first-century liberal education for all college students. During the project, two- and four-year transfer partner institutions within nine states--each already engaged, prior to the start of the project, in learning outcomes assessment work--beta tested different ways to assess proficiencies articulated in Lumina Foundation's Degree Qualifications Profile (DQP). The DQP, now in its second version, benchmarks &quot;what degree recipients should know and be able to do&quot; at the associate's, bachelor's, and master's degree levels, and offers scaffolded learning expectations to guide paths between and among transfer partners. This publication features campus work from twenty institutions involved in QC--campuses with collaborative relationships that worked together as two- and four-year &quot;QC dyads.&quot; The ten participating campus dyads hailed from California, Indiana, Kentucky, Massachusetts, Utah, Wisconsin, and Virginia (two other states--North Dakota and Oregon--participated in the project at the state system level). This publication is anchored by a flowchart that reflects lessons learned from the campus-based work in which the QC dyads engaged. The flowchart is meant to serve as a guide for campus practitioners seeking to initiate transfer-based change efforts on their campuses. Key action steps taken by the various QC campus partners to implement assessment in the transfer context. Each action step (eleven in total) correlates with a case study presented herein. Written by QC dyad leaders, who are listed as contacts in this publication, these case studies represent campus change efforts that unfolded over the course of the three-year project.
State K-12 Broadband Leadership: Driving Connectivity and Access
Author: Fox, Christine
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Access to Information,Educational Technology,Usability,Information Networks,State Policy,Information Policy,Leadership,State Action,Program Implementation,Advocacy,Federal Aid,Technology Planning,Telecommunications

In this report, State Educational Technology Directors Association (SETDA) builds upon the research and recommendations from prior publications with a focus on the role of state leadership in supporting districts and schools to increase high-speed connectivity and access for students and educators. SETDA firmly believes that high-speed broadband access for every student is essential to creating and delivering the deeper learning experiences intended to prepare today's students for college and careers, and to compete in a global economy. State leaders continue to play an essential role in supporting robust K-12 infrastructure through state broadband policies, statewide broadband networks, and state funding for broadband. As the education community continues to invest in digital learning opportunities, SETDA encourages educators, policymakers, and the private sector to be strategic in their support of high-speed broadband and Wi-Fi access for all students. Through a state broadband survey and independent data collection, SETDA gathered information for all 50 states, the District of Columbia, Guam, and the Commonwealth of Northern Mariana Islands (CNMI) regarding state policies regarding broadband implementation, for a total of 53 respondents. In this publication, state leaders and policymakers can learn about a variety of state policies, best practices, and innovative models supporting high-speed broadband and Wi-Fi access for all students. It also highlights the powerful impact of state leadership in driving important policy decisions and influencing policy makers at the national and state level to support broadband networks, bandwidth capacity, community access points, and home access for low-income families. Specifically, this publication reports on: (1) K-12 Broadband and Wi-Fi Connectivity; (2) State Leadership for Infrastructure; (3) State Broadband Implementation Highlights; and (4) State Advocacy for Federal Support of Broadband. The following are appended: (1) Resources; and (2) State Broadband Networks. Contains endnotes.
Educational Reforms beyond Kannangara for the 21st Century: Dr. C. W. W. Kannangara Memorial Lecture
Author: Sedere, Mohottige Upali
Date: 2016-10-12
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Change,Education,Primary Education,Efficiency,Skill Development,Curriculum Development,Educational Assessment,Educational History,Educational Improvement,Demography,Income,Economically Disadvantaged,Living Standards,Economic Factors,Testing,Thinking Skills,Human Capital,Knowledge Economy,Emotional Intelligence,Creativity,Educational Objectives

Hon C. W. W Kannanagara is truly the father of Free Education in Sri Lanka who had a vision of providing free education to all at all levels from primary to tertiary in 1944, whereas it was only in 1990, after Jometien EFA conference, the world development organization advocated at least primary education must be free for all. After 70 years of free education, Sri Lanka has accomplished the Kannangara agenda with achieved high performance in the socioeconomic indicators. Now the time has come for Sri Lanka to go beyond the Kannangara agenda to ensure the Sri Lankan children and youth are offered the 21st skills based education. Though Sri Lanka records high performance in internal efficiency of the education system, the external efficiency is low due to heavy academic and examination oriented education and negligence of developing skills. The 21st century learning framework demands generic skills as a learning outcome. Educational reforms need to address the issue of developing an innovative curriculum and authenticated learning and assessment systems to ensure the 21st century children of Sri Lanka to acquire generic skills and to be able to do things than simply have the knowledge of things with no skills to perform. [A bibliography is included.]
Benchmarking the State of Yap's Education Management Information System. REL 2016-117
Author: Cicchinelli, Louis F.
Date: 2016-02-00
Type: Reports - Research
Subjects: Benchmarking,Management Information Systems,Educational Policy,Educational Planning,Educational Strategies,Quality Assurance,Focus Groups,Specialists,Integrity,Accuracy,Reliability,Usability,Access to Information,Stakeholders,School Statistics,Educational Assessment,Educational Indicators,Foreign Countries

A quality data management system, such as an education management information system (EMIS), a state longitudinal data system, or a data warehouse, is key to ensuring that education policy, planning, and strategy decisions are grounded in accurate information. The chief state school officers of the Federated States of Micronesia have recognized the need to improve their national EMIS, and those of their four states, especially the organization of data and timeliness of data reports. For this study, Regional Educational Laboratory (REL) Pacific assessed the EMIS in the state of Yap by convening a focus group of data specialists to rate the processes, tools, and materials that support the ability to provide timely and meaningful data to schools or education agencies. They used a tool developed by the World Bank to objectively assess and monitor the quality of EMISs. The tool assesses five major aspects of quality: prerequisites of quality, integrity of education statistics, accuracy and reliability of education statistics, serviceability (the relevance, timeliness, and consistency), and accessibility of education data to stakeholders. Scores from the data specialists were averaged and used to assign each aspect of quality to one of four benchmark levels: latent (not in place), emerging (in the process of implementation), established (in place and meeting standards), and mature (an example of best practice). The results of this study provide a comprehensive view of Yap's EMIS, which overall was rated as established. The five aspects of quality were rated as follows: (1) Prerequisites of quality (the institutional frameworks that govern the information system and data reporting, and the supporting resources): emerging; (2) Integrity of education statistics: emerging; (3) Accuracy and reliability of education statistics: mature; (4) Serviceability (relevance, timeliness, and consistency): established; and (6) Accessibility of education data to stakeholders: established. The following are appended: (1) Literature review of education management information systems; (2) Data sources and methodology; (3) Data collection instruments; and (4) Participant responses by indicator and aspect of system quality.