ethanporcaro/eric-fulltext-meta huggingface dataset:
Multiple Intelligences-Based School Learning at MI Muhammadiyah PK Kartasura
Author: Jahroh
Date: 2022-06-00
Type: Journal Articles
Subjects: Multiple Intelligences,Teaching Methods,Learning Processes,Student Characteristics,Cognitive Style,Teacher Student Relationship,Evaluation Methods,Foreign Countries

Multiple Intelligences are various skills and talents possessed by students in solving their learning problems so that students can solve learning problems amazingly. However, the application of Multiple Intelligences-based learning has not been widely applied in schools because not many people know the concepts and privileges of learning. And researchers have just found this school based on Multiple Intelligences in MI Muhammadiyah Kartasura or commonly called MIM PK Kartasura, so the researcher aims to describe the learning process and privileges of multiple intelligences-based schools at MI Muhammadiah PK Kartasura. This research uses the qualitative descriptive method. The data collection uses interview, observation, and documentation techniques. The results of the research obtained are, there are three stages in the Learning Process based on Multiple Intelligences, namely: the preparation stage, the implementation stage, and the assessment stage. While the feature of learning Multiple Intelligences is that teachers will get detailed information about the psychology of their students so that teachers should not look at students from one side but must look at the other side.
Impact of Usage of Social Networking Sites and Stress among PG Students of Central University of Punjab
Author: Majid, Ishfaq
Date: 2018-12-00
Type: Journal Articles
Subjects: Social Networks,Computer Mediated Communication,Stress Variables,Undergraduate Students,Student Attitudes,Measures (Individuals),Foreign Countries,Indians,Universities,Gender Differences,Correlation,Humanities,Science Education,Majors (Students),Social Media,Coping,Computer Software,Web Sites

The present study was conducted to explore the influence of Usage of Social Networking Sites and Stress among PG students of Central University of Punjab. The objectives of the study were to find out the level of Usage of Social Networking Sites and Stress, relationship of Usage of Social Networking Sites and Stress among Male, Female and Science, Humanities streams of PG Students. The total number of 200 students were selected by using stratified random sampling technique for the collection of data. Data was collected by using Self-made questionnaire on Usage of Social Networking Sites and Stress Scale by Pallavi Bhatnagar, Megha Singh, Manoj Pandey, Sandhya and Amitabh (2015). The study found that maximum number of PG Students of Central University of Punjab comes under moderate level of usage of Social Networking Sites and Stress. The findings revels that there is significant positive influence of Usage of Social Networking Sites on Stress. It was also revealed that there is no influence of Usage of Social Networking Sites on Stress among female PG students of Central University of Punjab. The study also reveals that there is no impact of Usage of Social Networking Sites on Stress among PG students of Humanities. It was also found that there is a no impact of Usage of Social Networking Sites on Stress among PG students of Science stream students of Central University of Punjab. Moreover, there is no significant difference in the usage of Social Networking Sites among PG students of Science and Humanities streams.
Classroom Assessment Techniques to Improve Teaching Learning
Author: Lakshmi, Y. Vijaya
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Formative Evaluation,Prior Learning,Memory,Misconceptions,Nongraded Student Evaluation,Schools of Education

A teacher should be able to measure what she expects her students to learn. Not only this, but it is the duty of the teacher to help the students to learn. All this involves much more than just providing knowledge in the specific discipline. In higher education, it is believed that a teacher is the friend, philosopher and guide of a student. A teacher who believes in this philosophy tries level best to know the learners and also to make teaching learning an exciting and interesting process. Classroom Assessment Techniques (CATs) are simple, flexible, non-graded assessment techniques which provide not only ongoing feedback to teacher and students but also make the teaching learning process exciting and interesting. This article discusses with examples about how to use CATs while teaching courses in the discipline of Education. It also talks about how to use the findings of the assessment techniques for the betterment of teachers and students.
Process Tracing for the Institutional Researcher. The AIR Professional File, Spring 2022. Article 157
Author: Atcha, Haroon
Date: 2022-00-00
Type: Reports - Research
Subjects: Researchers,Higher Education,Educational Research,Case Studies,Research Methodology,Institutional Evaluation,Data Collection,Attribution Theory,Inferences,Organizational Effectiveness,Work Study Programs,Validity,Evidence,Student Participation,Administrator Attitudes,Marketing,Student Needs,Program Effectiveness,Stakeholders,Department Heads,Enrollment,Communications,Knowledge Level,College Students

Institutional researchers are often tasked with assessing why college-wide initiatives succeed or fail. This can be a difficult task: researchers need to discriminate between multiple feasible explanations, work with limited data, and produce compelling narratives. Process tracing is a qualitative methodology that enables researchers to make valid inferences in such circumstances. Process tracing focuses the researcher's attention on the sequence connecting cause and effect. It involves articulating a working theory, generating hypotheses, collecting data, assessing competing hypotheses, revising theory, and producing a narrative connecting cause and effect. This paper describes how to use process tracing for institutional research. It begins by summarizing key concepts, uses a simulated case study to give a brief overview of process tracing, discusses the importance of evidence and transparency in implementing the method, and concludes with a summary of the benefits of process tracing.
Generalizability Theory and Its Application to Institutional Research. The AIR Professional File, Spring 2022. Article 156
Author: Sturgis, Paul W.
Date: 2022-00-00
Type: Reports - Research
Subjects: Generalizability Theory,Institutional Research,Reliability,Computer Software,Student Evaluation,Medical Students,Evaluation Methods,Case Studies

This article introduces generalizability theory (G-theory) to institutional research and assessment practitioners, and explains how it can be utilized to evaluate the reliability of assessment procedures in order to improve student learning outcomes. The fundamental concepts associated with G-theory are briefly discussed, followed by a discussion of the software needed to conduct a generalizability study (G-study) analysis. The article then presents a case study of a G-study analysis; this case study was conducted in order to evaluate the generalizability and dependability of an exam that third-year medical school students complete. The conclusion discusses several situations that institutional research and assessment practitioners are likely to encounter where G-theory can be used to evaluate and improve their assessment procedures in pursuit of improving student learning outcomes.
Problems and Obstacles of Distance Learning in the Point of View of Primary School Teachers in the &quot;COVID Period&quot;
Author: Svobodova, Zuzana
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Barriers,Distance Education,Socialization,Foreign Countries,Pandemics,COVID-19,School Closing,Elementary School Students,Government Publications,Instructional Effectiveness,Educational Change,Elementary School Teachers,Technological Literacy,Teaching Methods,Videoconferencing,Teacher Student Relationship,Achievement Gap,Special Needs Students,Independent Study,Personal Autonomy,Teacher Attitudes

The COVID-19 pandemic period confronted schools with new challenges related to school closures and the transition to distance learning, which brought with it several problems and obstacles that schools had to overcome. The main objective of our study is to qualitatively explore the problems and obstacles of distance learning at the first level of primary schools. We were based first on a document of the Czech School Inspectorate and their evaluation of distance learning and other foreign publications dealing with obstacles in distance learning. Based on a qualitative survey based on eight semi-structured interviews, we sought an answer to the research question: &quot;What problems do teachers perceive in the implementation of distance learning?&quot;. The analysis of the interviews identified three basic categories: (1) Technical problems; (2) Socialization; (3) Widening the gap; We elaborated these three categories in detail in the results section and illustrated with authentic statements of respondents. As an overarching topic that was intertwined with all the interviews, we identified the issue of teaching effectiveness, which was the actual goal in overcoming the identified obstacles. [For the full proceedings, see ED622227.]
Part-Time Students Must Be a Full-Time Priority. Complete College America
Author: Complete College America (CCA)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Part Time Students,College Students,Academic Achievement,Educational Attainment,Disproportionate Representation,Minority Group Students,Social Support Groups,Attendance,Grants,Federal Aid,Graduation Rate

Acting on data about both part-time and full-time students is essential to moving the needle on college completion. It also is an equity issue. Part-time student attainment rates severely lag behind those of their full-time counterparts, regardless of sector or timeframe. And part-time students are disproportionately BILPOC (Black, Indigenous, Latinx, People of Color) students, community college students, and students ages 25 and older. Until recently, higher education measured outcomes primarily for full-time, first-time students, otherwise known as &quot;traditional students.&quot; But that has now changed. The new Outcomes Measures (OM) Survey from the National Center for Education Statistics, tracks outcomes for both part-time and full-time time students. This brief provides an overview of data from the OM Survey and shows the importance of helping more part-time students earn credentials. It also provides an overview of steps colleges can take to implement Complete College America strategies in ways that better support part-time students.
International Teacher Training Courses -- A New Step to Globalization
Author: Mirtschewa, Iliana
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teacher Education,Global Approach,Learning Processes,Electronic Learning,Internet,Foreign Countries,Inquiry,Active Learning,Comparative Education,Expertise,Preservice Teachers,Cultural Awareness,Cultural Differences,Educational Practices

The paper presents the aims and the design of the international e-learning course for teacher training &quot;International Project&quot; / Internet and Competence to work on the Project&quot;/IPC/, organized with students from the Sofia University &quot;St. Kliment Ohridski&quot; (Bulgaria) and universities from Germany, USA, Spain, Japan, Sweden and Poland (http://www.internationalproject-ipc.com/en/). The project has a long tradition and is developed in co-operation from university teachers by using different methods and approaches. The project is based on an inquiry-based learning. The topics of the student's investigations are connected with the school education and with the children's perspective on school, teaching and learning. Coached by university teachers and tutors the students work in many international groups using different research methods and web tools as wikis, chat forums or blogs. By working on topics selected from the teacher training curriculum the students improve their expertise related to the curriculum and develop awareness of cultural differences. At the end of the course the students from the different universities present the results of the comparative international research and do conclusions about the differences and similarities in the curriculum and the education in different countries and continents. The IPC project fosters the development of many competences for teacher students because of working and doing educational research in international team. [For the full proceedings, see ED622227.]
Advancing Universal Access to Quality Digital Learning through Global Coalitions and Narrative Practices. An Open Knowledge Product for the 3rd UNESCO World Higher Education Conference (WHEC 2022)
Author: Gunder, Angela
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Access to Education,Educational Quality,Electronic Learning,Sustainable Development,International Organizations,Equal Education,Blended Learning,Story Telling,Rhetoric,Figurative Language,Cooperative Learning,Empathy,Communities of Practice,Diversity,Inclusion

In this two-part report, the authors share a pair of unique and interconnected case studies of digital learning change work in support of the advancement of the United Nation's Sustainable Development Goals: (1) &quot;Developing an International Leadership Institute on Global Coalition Building and Digital Learning Change Work,&quot; discusses the conception, design, and development of a global leadership academy that builds international partnerships to increase access to quality education across the globe; and (2) &quot;Creating a Narrative Framework for Advancing Digital Learning Equity,&quot; presents the Online Learning Consortium's process for developing an interactive tool for capturing and sharing the stories of digital learning leaders and their work to address locally contextualized challenges related to online, blended, and digital learning. Both sections of the report detail how all seventeen of the UN Sustainable Development Goals (SDG) were leveraged beyond the application of the fourth SDG (quality education), using digital storytelling, rhetoric, metaphor, collaborative storytelling, and other narrative practices, to increase understanding, empathy, and impact across globally situated communities of practice. [This report was a contribution to the 3rd World Higher Education Conference organised by UNESCO on May 18-20, 2022. Jennifer Mathes and Abby McGuire contributed to this report.]
Easy Technology Designs for Innovative Learning
Author: Beutner, Marc
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,COVID-19,Pandemics,Vocational Education,Technological Literacy

In this text we describe a technology-based approach which uses just a small set of technological requirements to offer innovative learning within the DISK-Online approach. In times of pandemics it is crucial to provide solutions for education which are easy to access. Teachers and trainers need solutions which let them connect to their learners without having to be experts in technology and without having to use too much special equipment. This is especially important in the field of vocational education and training (VET). In this article we provide insights into the approach and some impressions gleaned from first tests in the field of VET. [For the full proceedings, see ED622227.]
Creating Conditions for Powerful Technology Use: Teachers&apos; Technology Journey in Puerto Rico
Author: Lopez, Carol
Date: 2022-07-18
Type: Reports - Research
Subjects: Technology Uses in Education,Teacher Attitudes,Professional Development,Technology Integration,Credentials,Educational Practices,Educational Trends,Barriers,Educational Technology,Coaching (Performance),Elementary School Teachers,Secondary School Teachers

This study explores the ways in which teachers in Puerto Rico are currently increasing their effective use of technology for their instructional practice through expanded access to professional learning opportunities and supports. The aim of this study was to gain insight about the effectiveness and impact of professional learning supports for technology integration and use, including competency-based micro-credentials, for educators. This report synthesizes the findings from the perspective of 14 teachers on their technology journey as well as from larger island-wide surveys and data. It sought to identify patterns and trends, as well as common structural barriers and opportunities, influencing the professional learning and development of teachers around their use of technology as part of their classroom practice. [This report was co-produced by Global Education Exchange Opportunities (GEEO).]
Journalism Quarterly. Index to Volumes 1-40, 1924-1963
Author: Nixon, Raymond B., Ed.
Date: 1964-00-00
Type: Historical Materials
Subjects: Journalism Education,Journalism,Research,Mass Media,Periodicals,Indexes

This second Cumulative Index to &quot;Journalism Quarterly&quot; incorporates references to Volumes 26-40 (1949-1963) with those found in the Index to Volumes 1-25 (1924-1948), published in December 1948. It thus presents an analytical guide to 40 years of published research in journalism and mass communication, as well as changing trends in journalism research as reflected in an analysis of the magazine's contents for the entire 40 years. The index demonstrates increasing application of more systematic methods of research to the entire field of journalism and mass communication. [This Index was published by the Association of Education in Journalism. Funding for this work was provided by the Graduate School of the University of Minnesota.]
American Journal of Physics. Cumulative Index. Vols. 1-20, 1933-1952
Author: Osgood, Thomas H., Ed.
Date: 1953-12-00
Type: Historical Materials
Subjects: Physics,Indexes,Publications,Journal Articles,Book Reviews

This Cumulative Index is intended to provide ready reference to all material published in the &quot;American Journal of Physics&quot; in Volumes 1 (1933) to 20 (1952). The Index is subdivided into two parts: an Author Index listing the names of the contributors of papers, notes, letters, book reviews, and abstracts of addresses; and an Analytical Subject Index listing the titles of papers, notes, letters, book reviews, addresses, and digests of periodical literature. The Author Index lists the names of contributors alphabetically; the Analytical Subject Index lists the titles of contributions according to a Classification of Subjects to be found on page 2 of this Index.
Principal Roles, Work Demands, and Supports Needed to Implement New Teacher Evaluation. Policy Brief. Vol. 3, Book 3
Author: Cosner, Shelby
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Role,Program Implementation,Teacher Evaluation,Educational Change,Accountability,Common Core State Standards,Innovation

Policy makers at the federal level have embraced an educator effectiveness agenda, which in turn has driven many states across the country to rapidly develop and implement new and more complex teacher evaluation systems. It is increasingly clear that the success of these nascent teacher evaluation systems partly depends on the will, skill and capacity of school principals, individuals who have historically been tasked with evaluating teachers. School principals have traditionally had, and will in most cases continue to have, primary responsibility for evaluating the 3.7 million public school teachers nationwide. While teacher evaluation innovations present several opportunities for improving instructional supervision and teacher quality, they also involve several challenges especially on the part of principals. Time demands and cognitive challenges will be inevitable as principals learn about and implement new teacher evaluation systems. Simultaneously, other educational changes going to scale, including Common Core State Standards with aligned assessments, and state school accountability systems, will compete for the attention of school leaders and teachers. Negotiating these changes to maximize the positive potential of evaluation reforms requires a commitment by states and districts to resources for training and support as well as policy coherence.
Leveraging the Federal Role in Developing High Quality Principal Preparation under Title II. Policy Brief
Author: De Voto, Craig
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Government Role,Principals,Elementary Secondary Education,Federal Legislation,Educational Legislation,Grants,Outcomes of Education,Educational Quality,Educational Finance

In this policy brief Title II of ESSA is examined. Title II of ESSA includes provisions for developing high quality principals. This brief elaborates two strategies the federal government can employ under Title II to support principal quality: (1) competitive grants; and (2) monitoring return on investment.
The American Journal of Education. Volume V
Author: Barnard, Henry, Ed.
Date: 1858-00-00
Type: Historical Materials
Subjects: Educational Research,Educational History,Publications,Indexes,Educational Facilities,Furniture

Like the preceding volumes of the &quot;American Journal of Education,&quot; Volume 5 includes portraits from engravings on steel of eminent teachers, educators, and promoters of education, and a large number of wood-cuts, illustrative of recent improvements in the structure, furniture, and arrangements of buildings designed for educational uses. It also includes the index for volumes 1-5 starting with the first issue published in August 1855. [This content was published by F. C. Brownell.]
Selection of School Leadership Candidates for UIC&apos;s EdD Urban Education Leadership Program. Continuous Improvement Brief
Author: Walker, Lisa J.
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Urban Education,Instructional Leadership,Doctoral Programs,Educational Administration,Principals,Administrator Education,Administrator Effectiveness,Program Administration,Admission Criteria,Diversity,Leadership Styles,Ethics,Expertise,Teacher Administrator Relationship,Cooperation,Administrator Characteristics,Equal Education,Elementary Secondary Education,Educational Quality,Public Schools

In Part I of this continuous improvement brief on selection, UIC Center for Urban Education Leadership researchers and UIC Ed.D. program administrators describe the development of an admissions process to the EdD in Urban Education principal preparation program to assess characteristics associated with school leader success. [For Part II of this Brief, see ED622511.]
Selection of School Leadership Candidates for UIC&apos;s EdD Urban Education Leadership Program. Continuous Improvement Brief (Part II)
Author: Walker, Lisa
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Capacity Building,Urban Education,Instructional Leadership,Program Development,Doctoral Programs,Program Administration,Leadership Effectiveness,Administrator Characteristics,Principals,Educational Administration,Expertise,Decision Making,Admission Criteria,Selection Criteria,Elementary Secondary Education,Public Schools,Administrator Education,Personality Traits,Diversity,Cooperation,Teacher Administrator Relationship,Equal Education,Educational Quality,Student Characteristics,Grade Point Average,College Entrance Examinations,Graduate Study,Scores

In the second of two continuous improvement briefs on selection, UIC Center for Urban Education Leadership researchers and UIC Ed.D. program administrators describe how they build program capacity to assess &amp; measure the characteristics they associate with school leader success. [For Part I, see ED622510.]