ethanporcaro/eric-fulltext-meta huggingface dataset:
2005 Mississippi Curriculum Framework: Postsecondary Health Care Assistant. (Program CIP: 51.1614 - Nurse/Nursing Assistant/Aide and Client Care Assistant)
Author: Sims, Addie
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Allied Health Occupations Education,Allied Health Personnel,Home Health Aides,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills,National Standards,Technological Literacy

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Health Care Assistant Program prepares the individual to assist in providing health care as a member of the health care team under the direction of a health care professional. This curriculum references standards based on the State of Mississippi Nurse Aide Candidate Handbook Exam Content Outline. Graduates of the one semester program will be awarded the Certificate of Health Care Assistant. Students who complete the program may qualify for employment as Homemakers, Nurse Assistants, Long-Term Care Aides, or Home Health Aides in the Mississippi health care industry. The program has been designed in modular format to allow sequential scheduling over a semester or it may be blocked into a short course format. Exit points are provided to allow employment as a Long-Term Care Aide after completion of the Nurse Assistant Core; and Homemaker/Home Health Aide after completion of the Nurse Assistant Core and Homemaker/Home Health Aide course of study. Appended are: (1) Standards Based on the State of Mississippi Nurse Aide Candidate Handbook Exam Content Outline; (2) Related Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2009 Mississippi Curriculum Framework: Postsecondary Funeral Service Technology. (Program CIP-12.0301 - Funeral Service and Mortuary Science)
Author: Anderson, Larry
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Associate Degrees,Technical Occupations,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Competency Based Education,Equipment,Student Evaluation,Community Colleges,Multiple Literacies

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also  adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The curriculum required for educating prospective funeral service professionals is a structured series of course experiences. This program is accredited by the American Board of Funeral Service Education (3432 Ashland Avenue, Suite U, St. Joseph, MO 64506; 816.233.3747). The goal of the program is to provide training that prepares students for entry-level positions after graduation and licensure. The curriculum is designed to provide students the following: (1) Ethical and professional knowledge in funeral service education; (2) Exposure to career options available within the funeral service field; and (3) Experiences in the application of ethical and professional skills while emphasizing aspects of public health. The Funeral Service Technology program is a 2-year program leading to an Associate of Applied Science degree. The industry standards are taken from the American Board of Funeral Service Education Accreditation Manual. Appended are: (1) American Board of Funeral Service Education Standards; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 2 footnotes.)
2005 Mississippi Curriculum Framework: Postsecondary Gerontology Technology. (Program CIP: 19.0702 - Gerontology)
Author: Boulton, Mary
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Gerontology,Associate Degrees,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills,National Standards,Technological Literacy

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Gerontology Technology curriculum is a two-year Associate of Applied Science degree program of study designed to provide the community with well-trained individuals who have an in-depth understanding of the aging process and its physical, mental, and psychosocial implications as well as the skills to apply this knowledge to a diverse elderly population through the process of referral, advocacy, and problem solving. This program is designed to meet the standards and requirements for careers in gerontology. The curriculum references the Standards and Guidelines for Gerontology Programs. Students completing this program should be able to find employment in jobs such as an aging specialist in a variety of aging settings. Appended are: (1) Standards and Guidelines for Gerontology Programs; (2) Related Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2010 Mississippi Curriculum Framework: Postsecondary Health-Care Assistant. (Program CIP-51.3902 - Nurse/Nursing Assistant/Aide and Client Care Assistant)
Author: Jackson, Jennifer
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Competency Based Education,Equipment,Student Evaluation,Community Colleges,Allied Health Occupations Education,Allied Health Occupations,Minicourses,Home Health Aides,Multiple Literacies

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. The Health-Care Assistant Program prepares the individual to assist in providing health care as a member of the health-care team under the direction of a health-care professional. This curriculum references standards based on the State of Mississippi Nurse Aide Candidate Handbook Exam Content Outline. Graduates of the one-semester program will be awarded the Certificate of Health-Care Assistant. Students who complete the program may qualify for employment as Homemakers, Nurse Assistants, Long-Term Care Aides, or Home Health Aides in the Mississippi health-care industry. The program has been designed in modular format to allow sequential scheduling over a semester, or it may be blocked into a short course format. Exit points are provided to allow employment as a Long-Term Care Aide after completion of the Nurse Assistant Core and Homemaker/Home Health Aide after completion of the Nurse Assistant Core and Homemaker/Home Health Aide course of study. Appended are: (1) Standards Based on the State of Mississippi Nurse Aide Candidate Handbook Exam Content Outline; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
2010 Mississippi Curriculum Framework: Postsecondary Emergency Medical Technician. (Program CIP: 51.0904 - Emergency Medical Technology/Technician)
Author: Briscoe, Lisa
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Emergency Medical Technicians,Allied Health Occupations Education,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills,National Standards

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local vocational-technical programs. Emergency Medical Technician is a one-semester instructional program that prepares individuals to provide basic emergency medical care and transportation for critical and emergent patients who access the emergency medical system. Emergency Medical Technicians function as part of a comprehensive EMS response, under medical oversight, trained in airway management, communications, documentation, general pharmacology, hemorrhage control, ambulance operations, and splinting of adult, pediatric, and infant patients; and special care of patients exposed to heat, cold, radiation, or contagious disease. Students who complete the program are eligible to take the National Registry of Emergency Medical Technicians Exam and become state certified. Industry standards are based on the &quot;National EMS Education Standards&quot; and the &quot;Emergency Medical Technician Instructional Guidelines&quot;. Appended are: (1) National EMS Educational Standards; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 2 footnotes.)
A Comparison of Scoring Options for Omitted and Not-Reached Items through the Recovery of IRT Parameters When Utilizing the Rasch Model and Joint Maximum Likelihood Estimation
Author: Custer, Michael
Date: 2012-04-00
Type: Reports - Research
Subjects: Scoring,Test Items,Item Response Theory,Maximum Likelihood Statistics,Computation,Comparative Analysis

This paper utilized the Rasch model and Joint Maximum Likelihood Estimation to study different scoring options for omitted and not-reached items. Three scoring treatments were studied. The first method treated omitted and not-reached items as "ignorable/blank". The second treatment, scored omits as incorrect with "0" and left not-reached as blank and the third treatment scored both omitted and not-reached items as incorrect with "0". These scoring treatments were studied across two levels of missing data: "0.81% omit rate/10% not-reached" and "1.62% omit rate/20% not-reached" and two levels of not reaching the end of the test: independent of ability and dependent on ability. In terms of Bias, RMSD [Root Mean Squared Deviation], and the number of outlier differences between estimated and "true" parameters, performance was best when omitted and not-reached items were ignored or left blank. Performance was poorest when omitted and not-reached items were scored as incorrect with "0". Additional tables are appended. (Contains 5 tables.)
Using Standards-Based Grading to Address Students' Strengths and Weaknesses
Author: Knaack, Susan
Date: 2012-05-00
Type: Dissertations/Theses
Subjects: Grading,Academic Standards,State Standards,Scoring Rubrics,Student Improvement,Student Evaluation,Accountability,Elementary School Students,Elementary School Teachers,Middle School Students,Middle School Teachers,Urban Schools,Rural Schools,Parents,Surveys,Interviews,Student Surveys,Action Research,Teacher Researchers

This action research project report uses standard-based grading to address the problem of traditional grades not adequately assessing student content mastery and students' lack of awareness regarding their strengths and weaknesses. Research was conducted by one elementary and two middle school teachers with 158 students between the dates of September 6th and December 16th, 2011. Data was also collected from 95 parents and 14 teachers. Traditional grades were difficult for students and parents to interpret because they combine a number of factors into one summary grade. Teacher researchers conducted both parent and student surveys in addition to a teacher survey and interview. Through these tools, the teacher researchers found that students and parents alike agreed that they did not always understand why students received certain grades and were not able to identify their students' strengths and weaknesses. Parents were not confident in the teacher's abilities to explain grades. In an attempt to fix traditional broken grades, teachers sent home bi-weekly progress reports detailing student progress toward individual state learning standards. Teachers then adapted lesson plans and teaching methods to help students improve upon a set of chosen state standards. Teacher implemented a new way of grading that did not allow outside factors to affect grades. In post documentation, teacher researchers found that 84% (n=114) of students agreed with the fairness of the grades that were assigned to them. This proved to the teacher researchers that when students knew what standards needed to be mastered, they worked diligently to accomplish the goal set before them. Nine appendixes present: (1) Parent Survey Site B; (2) Parent Survey Site A; (3) Teacher Survey; (4) Open-Ended Questions for Teacher Interview; (5) Student Survey Site A; (6) Student Survey Site B; (7) First Quarter Parent Letter Site A; (8) Target Sheet Site A; and (9) Second Quarter Parent Letter Site A. (Contains 38 figures.)
Using Repeated Reading as a Strategy to Improve Reading Fluency at the Elementary Level
Author: Berg, Kate
Date: 2012-05-00
Type: Dissertations/Theses
Subjects: Elementary School Students,Teacher Attitudes,Parent Attitudes,Feedback (Response),Student Records,Intervention,Student Attitudes,Reading Fluency,Action Research,Reading Improvement,Reading Achievement,Reading Strategies,Family Environment,Error Correction,Surveys,Teaching Methods,Instructional Effectiveness,Grade 3,Grade 4,Grade 5

The purpose of this action research project report was to increase reading fluency for 38 third-, fourth-, and fifth-grade students. The teacher researches collected data from a Parent Survey (n=26), Student Survey (n=38), Teacher Survey (n=12), and Teacher Interviews (n=4) for a total of 80 participants. Data was collected from September 8, 2011 through September 16, 2011. Children's struggles with fluency were apparent through observation of student's fluency rate data which was obtained through a review of student records. Further evidence of the problem was exhibited in the results of Student and Parent Surveys. These offered greater insight into parent and student opinions of reading practices in the home in relation to student reading achievement and the level of understanding of class work. Teacher Surveys and Interviews were also helpful in defining problems such as a lack of an effective fluency curriculum which contributed to difficulties with reading fluency. A repeated reading strategy was implemented as a means to increase the reading fluency rates of students. The repeated reading intervention was structured around a daily fluency routine that was implemented during small group reading. The weekly fluency routine included timed pre-tests, teacher models, choral reading, partner reading, error correction and feedback, and timed post tests. It was found that the repeated reading strategy was effective in increasing the fluency rates of students who participated in the intervention. Data collected throughout the 11-week intervention showed an overall average gain of 25 words per minute for all students (n=38). This result was mirrored by the participants (n=37) with an average gain of 15 words per minute from pre- and post-fluency assessments. In conclusion, this repeated reading strategy was an effective way to increase both the speed and accuracy of reading for general education students, as well as students receiving special education services. Six appendixes include: (1) Student Survey; (2) Teacher Survey; (3) Teacher Interview; (4) Progress Monitoring Chart; (5) Sample Reading Passage - District Curriculum; and (6) Teacher Researcher B's Intervention Group Schedule. (Contains 12 tables and 21 figures.)
&quot;Knowledge Universe&quot; and Virtual Schools: Educational Breakthrough or Digital Raid on the Public Treasury? Report
Author: Bracey, Gerald W.
Date: 2004-04-00
Type: Reports - Evaluative
Subjects: Virtual Classrooms,Electronic Learning,Corporations,Case Studies,School Business Relationship,Educational Legislation,State Legislation,Charter Schools,School Districts,Competition

Correspondence schools, motion pictures, radio, educational television, and computer-assisted instruction have all been hailed as technological innovations that would revolutionize education, reducing, if not eliminating entirely, education's dependence on traditional schools and their teachers. The latest innovation is &quot;virtual schooling,&quot; the delivery of curriculum over the Internet to homes, schools, or wherever the learner might be. &quot;The virtual school movement,&quot; according to a report from WestEd, a San Francisco-based consulting firm, is the &quot;next wave in technology-based education.&quot; Whether or not virtual schools are &quot;The New Paradigm&quot; or merely the latest in a series of technological innovations to come and go remains to be seen. It is already evident, however, that schools, universities, educational organizations, and entrepreneurs are rushing to adopt the new technology without adequate data to advise them of a wise course of action. The various advocates and entrepreneurs are using information technology in a variety of ways. This report considers one little-known--but large and influential--technology enterprise, Knowledge Universe, and examines the operations of its school-related division, K12, Inc. (Contains 1 table and 58 notes and references.)
2008 Mississippi Curriculum Framework: Postsecondary Practical Nursing. (Program CIP: 51.3901 - Licensed Practical/Vocational Nurse Training)
Author: McNutt, Jana
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Nursing Education,Nurses,Nursing,Vocational Education,Curriculum Design,Course Descriptions,Program Descriptions,Standards,Job Skills,Postsecondary Education,Certification,Core Curriculum,Competency Based Education,Minimum Competencies,Equipment,Student Evaluation,Community Colleges,Medical Services,Allied Health Occupations,Allied Health Occupations Education,Multiple Literacies,Paraprofessional Personnel,Licensing Examinations (Professions)

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Practical Nursing program prepares the individual to assist in providing general nursing care requiring basic knowledge of the biological, physical, behavioral, psychological, and sociological sciences; and of nursing procedures which do not require the skills, judgment, and knowledge required of a registered nurse. This care is performed under the direction of a registered nurse, licensed physician, or dentist. Students that complete the program requirements, 3 semesters, as identified by the Mississippi Department of Education, will be eligible to apply for LPN licensure. The graduate of the program functions as a provider of care and a member of a profession. This curriculum references the Client Needs Categories from the Test Plan for the National Council Licensure Examination for Licensed Practical/Vocational Nurses[R]. Appended are: (1) Client Needs Categories from the Test Plan for the National Council Licensure Examination for Licensed Practical/Vocational Nurses[R]; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)