ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Preservice Teachers&apos; Observation and Inference Skills
Author: Cansiz, Nurcan
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Science Process Skills,Grade 3,Inferences,Observation,Science Instruction,Skill Development

In this study, we aimed to investigate the change in third-grade preservice elementary teachers' observation and inference skills. We also aimed to develop their ability to distinguish observation from inference. A total of 27 preservice elementary teachers participated in the study. Participants' preinstruction and postinstruction observation and inference skills were explored through written statements about three different drawings. An instruction on science process skills within Science Teaching course was provided to the preservice elementary teachers. Analysis of their pre and postinstruction observation and inference statements showed that, at the beginning, preservice elementary teachers were not adequate in observation and mostly confused observation with inference. After participating in classroom discussions and activities, they improved in making observation and inference. They showed better enhancement in making observation than drawing inference. Implications were suggested in terms of elementary teacher education programs and further research.
Water, Sanitation, and Hygiene in Schools Toolkit. Let Girls Learn. Publication Number M0124
Author: Holt, Janet
Date: 2017-04-00
Type: Guides - Non-Classroom
Subjects: Water,Sanitation,Hygiene,Females,Health Promotion,Volunteers,Child Health,Gender Differences,Community Programs,Needs Assessment,Planning,Behavior Change,Health Behavior,Puberty,Physiology,Clubs,Developing Nations

This resource was developed to support Peace Corps Volunteers who are working with schools to improve water, sanitation, and hygiene (WASH) facilities and programming. It is intended to provide guidance, resources, and ideas to support comprehensive WASH programming that is focused on behavior change and sustainability. There is no &quot;one-size fits all&quot; model project for WASH in schools. Instead, this toolkit promotes comprehensive needs assessments that can support Volunteers in a holistic discussion with their school community about all the dimensions of WASH. In the end, a school that provides appropriate WASH facilities, education, and programs can have a positive impact on both the health and learning of students.
Youth Development through English Practice Activities. Peace Corps Publication No. M0109
Author: Krizay, Erin
Date: 2015-05-00
Type: Guides - Non-Classroom
Subjects: Youth Programs,English (Second Language),Second Language Instruction,Volunteers,Student Needs,Community Programs,Nonformal Education,Learning Activities,Planning,Educational Games,Drama,Music,Competition,Reading Skills,Writing Skills,Language Skills

English practice activities can be a great medium for positive youth development. Worldwide, young people are aware of the increased opportunities available to those with English language skills, creating a high demand for quality English education. As a result, Youth in Development Peace Corps Volunteers (PCVs) are often asked to teach English. The purpose of this Idea Book is to support PCVs with limited teaching experience to meet the expressed needs of the young people in their communities by offering youth nonformal English practice. This Idea Book offers strategies PCVs can use to create and facilitate their own English practice youth group, as well as practical activities that can be used in an extracurricular setting. The book also provides advice and real-world examples contributed by committed Volunteers.
Community Data-Driven Decision Making in Education: A Facilitator&apos;s Manual. Peace Corps Publication No. M0108
Author: Peace Corps
Date: 2014-03-00
Type: Guides - Non-Classroom
Subjects: Data,Decision Making,Volunteers,Training,Workshops,Facilitators (Individuals),Foreign Countries,Educational Improvement,Needs Assessment,Role,Data Collection,Evaluation Methods,Statistical Analysis,Qualitative Research,Information Technology,Telecommunications,Handheld Devices,Gender Differences,Professional Development,Planning

Data-driven decision making is part of our everyday lives. For example, we examine our children's immunization charts in order to indicate what vaccinations they have received, as well as what vaccinations are missing and expired. We use information, like a chart, to make decisions about what to do and what not to do. Data-driven decision making in education follows the same type of process: We use student performance, household, and school assessment data to inform decisions about the planning and implementation of school improvement strategies. This Facilitator Guide is to be used when training Volunteers, their counterparts, and supervisors to serve as workshop facilitators in Community Data-Driven Decision Making (CD3M) in education. It outlines the potential format, sessions, materials, objectives, time, sequence, and content of a CD3M workshop. The guide is based on pilot workshops conducted in Guatemala (May 2011) and the Philippines (June 2011) with Volunteers, their counterparts and supervisors, and Peace Corps staff. Training session ideas are included, as well as data collection tools designed and piloted by the participants of those workshops. It is expected that facilitators will adapt this guide and materials to contextualize the workshops for optimal effectiveness at their posts.
Programming, Training, and Evaluation Guidance. Peace Corps Publication No. T0140
Author: Peace Corps
Date: 2015-00-00
Type: Guides - General
Subjects: Training,Volunteers,Capacity Building,Strategic Planning,Foreign Countries,Program Development,Sustainability,Behavior Change,Performance,Accountability,Program Design,Program Evaluation,Geographic Location,Documentation,Adult Learning,Knowledge Level,Competence,Staff Development,Budgeting,Planning,Program Improvement

The Peace Corps &quot;Programming, Training, and Evaluation Guidance&quot; (PT&amp;E Guidance) will assist field PT&amp;E staff to optimally support trainees and Volunteers to build the capacity and contribute to improving the lives of people in their country of service. The PT&amp;E Guidance consists of four parts. Part 1 of this guide provides an overview of the Peace Corps' mission, goals, and approach to development. Part 2 of this guide explains the way in which the Peace Corps works to achieve its mission by helping host countries provide a public benefit and improve well-being among their community members through implementing Peace Corps projects. Part 2 outlines how to develop a project plan, including a project framework, as well as the development of a monitoring, evaluation, and reporting plan. Part 3 of this guide explains the Peace Corps' approach to training design and will help post staff assess, design, and adapt an effective training program to prepare and empower Volunteers throughout their service. Part 4 covers topics related to management and implementation of Peace Corps PT&amp;E. This section covers planning, budgeting, and funding, as well as building effective teams and Volunteer support. All four parts of this guide are intended to provide simple and easy-to-use reference materials for post staff as they build quality programs.
The Building Blocks of Literacy: A Literacy Resource Manual for Peace Corps Volunteers. Peace Corps Publication No. M0107
Author: Peace Corps
Date: 2015-05-00
Type: Guides - Non-Classroom
Subjects: Volunteers,Elementary School Students,Literacy Education,Coaching (Performance),Reading Instruction,Native Language,Decoding (Reading),Phonological Awareness,Phonemic Awareness,Phonics,Reading Comprehension,Reading Fluency,Vocabulary,Spelling,Writing (Composition)

In the Peace Corps, many posts support host country efforts in early grade reading in primary schools. In some settings, Volunteers act as literacy coaches, while in others Volunteers are co-teachers or teach literacy or reading directly with primary grade students. Some Volunteers concentrate their efforts on developing a school-based library and help schools incorporate library and book-focused activities into their timetables. Each country has established for itself the language(s) used for literacy and reading instruction in the formal school setting. Activities in this manual offer opportunities for bi-literacy implementation for situations where children do not come to school understanding the language of instruction (i.e., students who speak a language at home different from the language taught in school). This manual provides Volunteers with some essential tools to help students connect their mother tongue with the orthography or formal system of language presented in school. The purpose of this manual is to help Volunteers working in literacy to build the capacity of their host country counterparts by organizing ideas, activities, and lesson plans for each of the concepts highlighted in the Literacy Wheel. The Literacy Wheel illustrates the various components of literacy and learning to read and also demonstrates the relationship of these concepts to each other. Each chapter of this manual has been organized around the literacy wheel for ease of organization and reference. The chapters are also presented in a developmentally logical sequence, beginning with the most basic concepts (i.e., Print Awareness and Knowledge) and ending with the most complex components in literacy (i.e., Spelling, Writing).
Cultivating Innovation: Is Metro Milwaukee Prepared for the New Knowledge-Based Economy?
Author: Peterangelo, Joe
Date: 2017-09-00
Type: Reports - Research
Subjects: Knowledge Economy,Innovation,Economic Development,Educational Attainment,Professional Personnel,Job Skills,Research and Development,Intellectual Property,Grants,Financial Support,Business,Small Businesses,Minority Groups,Economic Factors,Productivity,Global Approach,Entrepreneurship

Our latest research assesses Metro Milwaukee's progress on a range of metrics associated with knowledge and innovation. We find our region has made strides in increasing educational attainment levels and adding scientists, engineers, and technology workers to the regional talent pool. Yet, the news is not as encouraging with regard to entrepreneurship and capital formation. Key findings: (1) The Milwaukee area's talent pool is strengthening and appears to be competitive with our peers. Educational attainment is rising and the region's workforce is competitive with our comparison metro areas in its concentration of individuals employed in occupations associated with knowledge and innovation; (2) Our region is underperforming in its rates of business development and business survival. While entrepreneurship activity appears to have slowed nationally over the long term, the problem appears to be particularly acute in our region. In addition, metro Milwaukee's rate of business survival does not appear to make up for its sluggish pace of business creation; and (3) Capital formation remains an area of concern for the region. Federal grants and federally-guaranteed loans for business startups, expansions, and R&amp;D activities have declined at a faster rate in metro Milwaukee than nationally, and Milwaukee underperforms almost all of the peer metro areas in attracting venture capital funding. [A grant from Bader Philanthropies made this report possible.]
A Major Step: What Adults without Degrees Say about Going (Back) to College
Author: Silliman, Rebecca
Date: 2018-00-00
Type: Reports - Research
Subjects: Adults,Nontraditional Students,Reentry Students,Postsecondary Education,Certification,College Choice,Low Income Groups,Decision Making,College Role,Education Work Relationship,Motivation,Career Development,Paying for College,Outcomes of Education,Success

Millions of American adults either have no education beyond high school or have some college but no degree. Helping more adults attain a degree or certificate is crucial for our nation's competitiveness--as of 2016, we ranked 10th in the world in postsecondary attainment--and for individuals' economic prospects as well. By 2020, 65 percent of all jobs will require a degree or certificate. People with a degree or certificate earn substantially more than those with a high school diploma, are less likely to be unemployed and are more likely to have access to retirement plans and health care. The path to educational attainment starts before someone is accepted into college. Higher education leaders, administrators, educators and policymakers need to understand adults' aspirations, worries and needs as they consider whether college is worth it for them and, if it is, what college they will choose. What motivates adults to get a degree or certificate? Where do they go for help in making decisions about college? How will they fit school into their already busy lives? What makes a particular school appealing to them? How do lower-income adult prospective students' motivations, concerns and decisions differ from those of their higher-income counterparts? Understanding the perspectives of adults who are considering going (back) to college or a university can position higher education institutions and other stakeholders to help adult learners make good choices and get the support they need to complete their degrees or certificates. In an effort to help higher education institutions and other stakeholders understand the unique needs of adults who are considering going (back) to school, Public Agenda, with support from The Kresge Foundation, conducted a representative survey of 18- to 55-year-olds who have graduated from high school and are not currently enrolled in a postsecondary educational program but are looking to enroll in a degree or certificate program within the next two years. This research is a follow-up to a 2013 survey of adult prospective students conducted by Public Agenda (ED547419).
What&apos;s the Payoff? Americans Consider Problems and Promises of Higher Education. Research Brief
Author: Schleifer, David
Date: 2016-10-00
Type: Reports - Research
Subjects: College Graduates,Certification,Postsecondary Education,Adults,Public Opinion,Academic Degrees,Employment Qualifications,Job Skills,High Schools,College Preparation,Career Readiness,College Role,College Readiness,Political Influences,Educational Finance,Public Colleges,Access to Education

Policymakers and experts overwhelmingly agree that the United States needs more people with college degrees or other postsecondary credentials and are working on many fronts to fulfill that goal. This brief aims to help them do so in ways that are informed by and responsive to the needs and perspectives of the American public. This brief summarizes findings from two national surveys of American adults. A survey of 1,006 Americans 18 and older was conducted by telephone from July 20 to July 24, 2016. A survey of 1,002 Americans 18 and older was conducted by telephone from August 10 to August 14, 2016.
Teacher Collaboration in Perspective: A Guide to Research
Author: Schleifer, David
Date: 2017-00-00
Type: Information Analyses
Subjects: Teacher Collaboration,Teacher Persistence,Job Satisfaction,Teaching Methods,Communities of Practice,Mentors,Labor Turnover,Faculty Development,Principals,Administrator Role,Scheduling

Teachers in most American schools work in isolation, separated from other teachers, making it difficult to benefit from their colleagues' expertise or to share their expertise with others about how to help more students learn. However, a growing body of research shows that when teachers work more collaboratively, student outcomes can improve, teachers can be more satisfied in their jobs and teacher turnover can decrease. This research guide synthesizes research on teacher collaboration. Its goal is to help teachers, principals, superintendents and school board members reflect upon whether and how creating conditions for teachers to work more collaboratively might benefit students and teachers in their schools and districts.
Public Schooling in Southeast Wisconsin: 2016-2017
Author: Chapman, Anne
Date: 2017-12-00
Type: Reports - Research
Subjects: Public Schools,Demography,Academic Achievement,Educational Finance,Educational Change,Educational Policy,Academic Standards,Student Evaluation,Charter Schools,School Choice,Enrollment Rate,Minority Group Students,Declining Enrollment,Open Enrollment,Poverty,English Language Learners,Disabilities,Advanced Placement Programs,Graduation Rate,High School Graduates,Achievement Gap,Student Participation,School District Spending,School District Wealth,Student Diversity,Low Income Students,Achievement Tests,Scores,College Readiness,Elementary Secondary Education

Our 32nd annual report analyzing data from southeast Wisconsin's public school districts finds progress on some college readiness indicators and largely positive showings on district report cards. Those results are offset, however, by discouraging results on standardized tests and continued substantial achievement gaps between students of different races and socioeconomic backgrounds. Key findings: (1) Second year of state accountability report cards delivers good news. For the second year in a row, 68 districts in the region were rated as exceeding or significantly exceeding expectations. For the first time since the inception of state report cards, no districts failed to meet expectations, and only three were rated as meeting few expectations; (2) Proficiency levels in math and English Language Arts (ELA) remain alarmingly low. At every grade between 3rd and 8th grades, the share of the region's students who demonstrate proficiency or higher in either math or ELA is well below 50%. This stubborn trend has persisted since 2011 as measured by three distinct statewide assessments (WKCE, Badger, and Forward); (3) News mixed on college readiness indicators: The composite ACT score for the region in 2015-16 was 21.1, a slight uptick over 2014-15 and a point higher than the statewide score of 20.1. Meanwhile, participation in AP exams continues to grow (to 19.6%), though the pass rate fell by 2.3 percentage points to 63.8%. Graduation rates in the region declined for the second year in a row to 83.2%; and (4) No regional progress on achievement gaps. Gaps in proficiency levels for 3rd and 8th grade math and ELA have not budged since 2015-16, ranging from 40 to 47 points between African American and white students, and a somewhat narrower range between Hispanic students and their white peers (26 to 33 points). Racial and income-based achievement disparities in graduation rates (16 to 30 percentage points) and ACT scores (2.6 to 4.9 points) also are large and persistent. [Concordia University Wisconsin (CUW) is a sponsor of this research. For the 2015-2016 report, see ED591319.]
From Chalkboards to Tablets: The Emergence of the K-12 Digital Learner. Speak Up 2012 National Findings, K-12 Students
Author: Project Tomorrow
Date: 2013-06-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Technology Uses in Education,Internet,Educational Technology,Influence of Technology,Technology Integration,Handheld Devices,Middle School Students,High School Students,Chalkboards,Electronic Learning,Telecommunications,Laptop Computers

Now in its tenth year, the annual Speak Up National Research Project and the resulting trends analysis provides a birds' eye view of the changing environment for digital learning, both in and out of school. The goals of the Speak Up project are to stimulate new discussions around how technology tools and services can transform education, and to provide a context to help education, parent, policy and business leaders think beyond today and envision tomorrow. With this year's national report on the authentic, unfiltered views of 364,240 K-12 students representing over 8,000 schools and 2,400 districts nationwide, the findings are focused on how today's digital tools and resources are enabling, engaging and empowering students to become self-directed learners. [For the Speak Up 2011 national findings, see &quot;Mapping a Personalized Learning Journey: K-12 Students and Parents Connect the Dots with Digital Learning. Speak Up 2011: National Findings--K-12 Students &amp; Parents&quot; (ED536067); and &quot;Personalizing the Classroom Experience: Teachers, Librarians and Administrators Connect the Dots with Digital Learning. Speak Up 2011 National Findings: K-12 Teachers, Librarians &amp; Administrators&quot; (ED536069).]
The New Digital Learning Playbook: Understanding the Spectrum of Students&apos; Activities and Aspirations. Speak Up 2013 National Findings from K12 Students
Author: Project Tomorrow
Date: 2014-00-00
Type: Reports - Research
Subjects: Electronic Learning,Elementary School Students,Secondary School Students,Computer Uses in Education,Learning Activities,Homework,Informal Education,Student Attitudes,Intention,Educational Innovation,Educational Environment,Occupational Aspiration,Internet,Independent Study,Computer Games,Social Media,STEM Education

The Speak Up National Research Project annually polls K-12 students, parents and educators about the role of technology for learning in and out of school. With this year's national report on the views of 325,279 K-12 students representing over 9,000 schools and 2,700 districts nationwide, the focus is on getting beyond the anecdotally-driven stereotypes of student technology use to establish a more comprehensive understanding of the myriad of different ways that students are currently personalizing learning using technology. Given the increasing interest amongst education, business, policy, and parent leadership on the value of digital tools to personalize learning and improve student outcomes, this year's report provides new findings around these three central questions to further both national and local discussions: (1) How are K-12 students currently using digital tools and resources to support schoolwork activities? (2) How are K-12 students currently using digital tools and resources to enable out of school time learning activities? (3) What are K-12 students' aspirations for using digital tools and resources within new innovative learning environments? [For the companion report, &quot;The New Digital Learning Playbook: Advancing College and Career Ready Skill Development in K-12 Schools. Speak Up 2013 National Findings from K-12 Educators and Parents,&quot; see ED591336. For &quot;From Chalkboards to Tablets: The Emergence of The K-12 Learner. Speak Up 2012 National Findings, K-12 Students,&quot; see ED591334.]