ethanporcaro/eric-fulltext-meta huggingface dataset:
The Importance of Assessments: How Portfolios Can Impact Students' Self-Efficacy and Comprehension in an Online Graphic Design Course
Author: Powell, Terry
Date: 2013-02-28
Type: Reports - Research
Subjects: Portfolios (Background Materials),Portfolio Assessment,Student Evaluation,College Students,Art Education,Graphic Arts,Self Efficacy,Comprehension,Electronic Learning,Online Courses,Distance Education,Formative Evaluation,Summative Evaluation,Case Studies

The purpose for this study was to find an assessment that is currently being used and is a common assessment familiar to others within the Brick-and-mortar classroom and transform that assessment for use within the online learning environment. By using assessments, teachers can measure whether or not students are learning what it is they are teaching. (Methodology) The purpose of this qualitative, comparative case study was to study the relationships between creating portfolios and how this process impacted students within an online graphic design (digital Imaging) course. (Results) With this study, the intent was to lay the foundation for using portfolios in virtually any graphic design course and to be able to see the progress of students through their portfolios each week. Another intent of this study was to measure how a student's perceived self-efficacy changed during the process of creating a portfolio. (Conclusions) The uses of portfolios are common within the work force when trying to obtain a position with the &quot;fine arts, architecture, fashion design, graphic artists, orthodontists and plastic surgeons&quot; (Angelo and Cross, 1993, p. 114). Drummond (2004) provided one of the first portfolio assessments within an online science course, which resulted in starting and completing this study for an undergraduate, online, graphic design course and opens the door for future use within other online courses within Higher Education. The following are appended: (1) Self-Efficacy Survey - Control Group; (2) Self-Efficacy Survey - Participants; (3) Rubric - Comprehension of Concepts in Design; and (4) Rubric - Comprehension of Skills in Design. (Contains 8 tables.)
Studies in Teaching: 2013 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 26, 2013)
Author: McCoy, Leah P., Ed.
Date: 2013-06-26
Type: Collected Works - Proceedings
Subjects: Problem Based Learning,Student Attitudes,Literacy,Teaching Methods,Environmental Education,Biology,Geometric Concepts,Multicultural Education,Research Reports,Conferences (Gatherings),Mathematics Instruction,Mathematics Education,Grammar,Theater Arts,Skill Development,Film Study,Reflective Teaching,Writing Strategies,Social Studies,Primary Sources,Computer Uses in Education,Values Education,Classroom Environment,Classroom Techniques,Learner Engagement,Courseware,Action Research,Research Projects,Oral Language,Language Aptitude,Spanish

This document presents the proceedings of the 18th Annual Research Forum held June 26, 2013, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 13 action research papers: (1) Developing Oral Language Ability in the Secondary Spanish Classroom Using the Interpersonal and Presentational Modes of Communication (Sophia Bauers); (2) Problem-Based Learning and Student Attitudes in Mathematics (Caitlin Boone); (3) &quot;Gramma-Drama&quot;: An Exploration of Teaching Grammar through Performing Arts (Kaylin Bugica); (4) Mining for Gold on the Silver Screen: Using Film to Develop Active Literacy Skills (Beau Burns); (5) Influences of Reflective Writing in High School Biology (Laurel Clapp); (6) Multicultural Perspective Taking in Social Studies Education (Angelina Cobb); (7) Using Primary Sources to Evoke Historical Empathy (Christina Cobb); (8) Computers and Problem-Based Learning in Mathematics (Hannah Everhart); (9) Developing Empathy through Identity Enactment Techniques (Caroline Fisher); (10) Literature 2.0: An Exploration of Character using Edmodo (Christina McClain); (11) Flipping the High School Mathematics Classroom (Allison Mousel); (12) Environmental Literacy Meets English: How Students Think about Sense of Place in the Classroom (Michael Short); and (13) How Implementing Interactive Geometric Software Affects Students' Achievement, Engagement, and Attitude Towards Mathematics (Matthew Tysinger). (Individual papers contain references, tables, and figures.)
Moving the Needle: Exploring Key Levers to Boost College Readiness Among Black and Latino Males in NYC
Author: Villavicencio, Adriana
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: College Readiness,Outcomes of Education,Student Attitudes,Males,Graduation,Graduation Rate,Educational Objectives,Hispanic American Students,Career Readiness,African American Students,Context Effect,Barriers,Partnerships in Education,Difficulty Level,Student Empowerment,Culturally Relevant Education,Enrollment,Attendance,Academic Persistence,Gender Differences,Lunch Programs,English Language Learners,Special Education,Suspension

Increasingly, school districts are recognizing that high school graduation rates may not be the ultimate measure of success, as evidence accumulates that students who obtain a college degree do markedly better than students who only graduate from high school. In New York City, while graduation rates have increased dramatically over the last decade, college readiness rates remain troublingly low, especially for young men of color. Among students scheduled to graduate in 2010, for example, only 9 percent of Black males and 11 percent of Latino males graduated college ready. Our new report, Moving the Needle: Exploring Key Levers to Boost College Readiness Among Black and Latino Males in New York City, examines the trajectory of Black and Latino young men on their path to college, zeroing in on points along that path where schools might provide more effective support. The report describes college-related outcomes and other indicators that help predict college readiness for Black and Latino male students over time, and discusses key contextual factors that underlie these educational outcomes. This paper is the first in our ongoing evaluation of the Expanded Success Initiative (ESI), a new citywide effort providing resources to 40 schools with the aim of improving college and career readiness among Black and Latino young men. The final chapter of Moving the Needle uses our findings to reflect on potential directions for ESI schools as they work to support Black and Latino young men on the path to college and successful careers. (Contains 18 notes, 10 figures, and 7 tables.)
Youth... How Communities Can Help. Bulletin, 1936, No. 18-I
Author: United States Department of the Interior, Office of Education (ED)
Date: 1936-00-00
Type: Historical Materials
Subjects: Youth,Employment Level,Community Resources,Unemployment,Marital Status,Prevention,Out of School Youth,Community Programs,Employment Opportunities,Planning,Program Development,Educational Attainment,Recreation,Guidance,Self Help Programs,State Programs

Five million young people--1 out of every 4 in the country--are without constructive occupation at school, work, or home. An examination of 1930 United States Census and Federal Office of Education figures, brought up to date by sampling studies in various communities, discloses that--Of the 20,100 000, 16 to 24 years of age, inclusive, in the United States today: (1) 4,000,000 are in full-time schools and colleges; (2) 5,000,000 without employment are taking part-time school work; (3) 2,800,000 are young married women not employed and not in school; (4) 7,800,000 are employed at full-time or part-time nonrelief jobs; (5) 300,000 are out of school and unemployed but not seeking employment; and (6) 4,700,000 are out of school, unemployed, and seeking jobs. The figures for employment and unemployment are estimates based on data from surveys of youth and employment in several parts of the country. This challenge to the communities to help youth find their place in the sun has been aggravated by the emergency, but is not born of it. Jobs there have been for the young in the past, though not always the right or the fitting job, recreation they have had, of a kind, and a place in the scheme of things, but not always the best recreation nor the fitting place, either for their own good or for the good of the community. This bulletin contains the following parts: (1) Coordinating community resources; (2) Program activities; and (3) Communities in action. Individual sections contain footnotes. [Best copy available has been provided.]
Youth... Leisure for Living. Bulletin, 1936, No. 18-II
Author: Glover, Katherine
Date: 1936-00-00
Type: Historical Materials
Subjects: Play,Community Programs,Recreational Activities,Youth,Leisure Time,Rural Areas,African Americans,Delinquency,Prevention,Youth Programs,Leadership Training,Music,Drama,Art,Handicrafts,Dance,Clubs,Leadership

For the first time, American people, released from the strain of the physical building and equipping of a country during which work was our doctrine and gospel, are summoned to discover the meaning of the word "recreation" and translate its spirit into practice. Through this great movement toward the use of leisure time, bringing play to people of all ages and kinds, something which has never happened before in this country, the stigma on play is vanishing and a genuine "re-creation" of people is being accomplished. This bulletin discusses the following topics: (1) Youth and the new leisure; (2) New recreation developments; (3) Suggestive community programs; (4) Recreation adapted to special needs; (5) Specific activities; and (6) Miscellaneous suggestions and projects. Individual sections contain footnotes. [Best copy available has been provided.]
Youth... Education for Those out of School. Bulletin, 1936, No. 18-III
Author: Swanson, H. B.
Date: 1936-00-00
Type: Historical Materials
Subjects: Educational Opportunities,Continuing Education,Out of School Youth,Community Leaders,Community Planning,Community Programs,Informal Education,State Programs,Extension Education,Colleges,Distance Education,High Schools,Libraries,Reading Instruction,Radio,Broadcast Industry,Nonformal Education,Clubs,Vocational Education,Industrial Education,Handicrafts,Art Education,Home Economics,Agricultural Education,Part Time Students,Business Education

This publication is concerned particularly with educational activities which have been reported by community leaders as specifically carried on in behalf of out-of-school youth during 1934-35. Long-established or well-known programs, or those of a type independent or outside of community planning have been omitted. The purpose of the publication is to deal briefly with phases of education which, due to organization, unusual character, adaptability, or financing, appear to offer suggestions to communities interested in providing educational opportunity for unemployed, out-of-school young people. Hence, it has been necessary to include by single phases or exceedingly minor parts of the total of educational opportunity in the many communities which have reported programs. An analysis of these selected activities indicates that three broad types have appealed to youth generally enough to signify outstanding need: (1) Continuing education on high-school and college levels for credit which leads to a degree or diploma; (2) Some phase of training as a leisure-time activity not involving either formal school procedures or credits; and (3) Specific types of training which lead to wage-earning occupations or to employment on a satisfactory basis. Since the large majority of the out-of-school youth group is beyond the compulsory school attendance ages, the types of education and classes provided for them are successful only upon the basis of voluntary attendance. Education for the older youth group must interest or it must fill an urgent need. Individual sections contain footnotes. [Best copy available has been provided.]
Youth... Vocational Guidance for Those out of School. Bulletin, 1936, No. 18-IV
Author: Kitson, Harry D.
Date: 1936-00-00
Type: Historical Materials
Subjects: Youth,Career Guidance,Education Work Relationship,Counseling Services,Out of School Youth,Public Agencies,Job Training,School Role,Public Schools,Job Placement,African Americans,Employment,Community Role

The youth studies conducted by the United States Office of Education uncovered numerous and varied efforts. Some of them are treated in other bulletins of this series. Those classified as vocational guidance are described in this bulletin. The specific aims of this bulletin are: (1) To set forth plans especially applicable to youth who are not reached by vocational guidance services offered in schools; and (2) to show particularly how nonschool agencies may operate in focusing the various forces of the community on this problem. The emphasis has been placed on "what to do" and "how to do it," all in terms of measures that actually have been put in effect. The bulletin is prepared not for the expert, but for the intelligent layman who sees the need for making vocational guidance available to young people and wishes to do something about it. He may not expect to apply the techniques himself, but, by reason of his prestige in the community, he may be in a position to assist in the coordination of forces that can bring about results. Individual sections contain footnotes. [Best copy available has been provided.]
Youth... Finding Jobs. Bulletin, 1936, No. 18-V
Author: Harley, D. L.
Date: 1936-00-00
Type: Historical Materials
Subjects: Youth,Education Work Relationship,Employment Opportunities,Community Programs,Employment Patterns,Industry,Business,Agricultural Occupations,Home Economics,Occupations,Job Skills,Unskilled Workers,Skilled Workers,Labor,Art Activities,Handicrafts,Rural Areas,Youth Programs,Gardening,Social Influences

On every hand one hears youth asking: "Where can we find work?" Many young people of this generation have never had a steady job, have never experienced the pleasure that comes from contributing their share toward satisfying human needs. Some of them have spent several years in preparing themselves for definite kinds of work, but cannot now find an opportunity to put their training to use. Others, without formal preparation for any occupation, have not been able to obtain a job where they might acquire a skill through practice. An unfortunate aspect of the situation is that many young people who left school in 1929 at the age of 16 or 18 now reached their twenty-second or twenty-fourth year without achieving the occupational experience usually expected of an adult of such age. This circumstance closes to them the door of opportunity and prevents their gaining experience. Many communities have set themselves earnestly to the task of helping youth find employment. Where no paid jobs could be discovered, work has sometimes been arranged which simply offers an opportunity to young people to be useful and to learn. In order to obtain a comprehensive picture of accomplishments along this line, the United States Office of Education, in the spring of 1935, sent a schedule of questions to community leaders in all parts of the country, asking what measures were being taken to find or create employment opportunities for young people between the ages of 16 and 24. The answers show that this problem has been receiving much serious consideration and that a wide variety of enterprises are under way.  In this bulletin brief accounts are given of a number of undertakings which may be suggestive to workers in other communities. Naturally, space would not allow the description of all the activities reported; examples were so numerous that only typical ones could be included. Individual sections contain footnotes. [Best copy available has been provided.]
Youth... Community Surveys. Bulletin, 1936, No. 18-VI
Author: Jessen, Carl A.
Date: 1936-00-00
Type: Historical Materials
Subjects: Youth,Community Surveys,Employment,Educational Attainment,Leisure Time,Recreational Activities,Education Work Relationship,Occupational Aspiration,Work Experience,Attendance,Unemployment

The period of youth is the real beginning of life's adventure. The individual has secured a background of facts and reaches out for the meaning that lies beyond. Ideals are sullied, powers are expanding, opportunity seems assured, and the romance of existence is undimmed. Red-blooded courage, devoted friendship, and high aspiration are its emblems. Accomplishment and success are hopefully expected and the future beckons with its prospects and its promises. Such is the American dream for youth. Many an adult looking back on its own youth of 40, 30, 20 or 10 years ago will recall the engaging uncertainties, the uneasy suspense. The dream was not all realized, but in its essential features it was. What about the youth of today? What does the future hold for him? What are his conditions, his needs, and his interests? Many communities have tried to find answers to these and other questions regarding their young people. By reference to the bibliography at the end of this bulletin one will find the names of the communities which have undertaken youth surveys and carried them to the point of publication. Naturally, many other communities have made various studies, but the reports are not available for distribution. The principal findings of these youth surveys are brought together in part I of this bulletin. Appended are: (1) Youth Census Schedule; and (2) Youth Survey Schedule. A bibliography is included. Individual sections contain footnotes. (Contains 21 tables.) [Best copy available has been provided.]
Statistics of Land-Grant Colleges and Universities, Year Ended June 30, 1952. Bulletin, 1953, No. 1
Author: Farr, Maude
Date: 1953-00-00
Type: Historical Materials
Subjects: Enrollment,Land Grant Universities,Federal Government,National Security,Statistical Data,Federal Legislation,Federal Aid,Agricultural Education,Cooperation,Military Training,Health,Tables (Data),Academic Degrees,Income,Expenditures

This is the final annual report on the 69 land-grant institutions for the year ended June 30, 1952. A preliminary report giving selected data was prepared and distributed at the meeting of the Association of Land-Grant Colleges and Universities which met in Washington, D. C., November 11-15, 1952. Land-grant colleges and universities are so called because public lands were granted to the States for their establishment or support. These institutions carry out the purpose of the First Morrill Act (1862) and participate in the Federal appropriations made in accordance with the Second Morrill Act and supplementary legislation. The friendly relations which have developed between the Federal Government and the land-grant colleges in the States have borne fruit in fields beyond &quot;agriculture and the mechanic arts.&quot; From the start, the land-grant institutions have contributed to national defense through instruction in &quot;military tactics&quot; (now organized under the Reserve Officer Training Corps programs of the Army, the Navy, and the Air Force). In recent years, the land-grant institutions have also contributed generously through the services of their staffs in missions for &quot;Point IV&quot; and other governmental programs. An additional service has been rendered in connection with special governmental research, particularly in the fields of health and defense; in fact, the Federal funds for such research in the land-grant institutions (almost $100,000,000 in 1951-52) are now more than double the amount currently granted under the various land-grant acts. It would appear that the Federal-State relationship established in the land-grant colleges has brought benefits to all the parties of interest: the colleges, the States, the Federal Government, and the nation. This fact lends additional significance to the statistical tabulations of the present report. This year's statistics show decreases in student enrollment and degrees conferred,  and increases in number of staff, total income, expenditures, and Federal funds. (Contains 20 tables and 3 footnotes.) [This bulletin was written in consultation with Lloyd E. Blauch. Best copy available has been provided.]
How Children Learn to Write. Bulletin, 1953, No. 2
Author: Mackintosh, Helen K.
Date: 1953-00-00
Type: Historical Materials
Subjects: Teaching Methods,School Activities,Creative Writing,Writing Instruction,Teacher Role,Young Children,Children,Interpersonal Communication,Child Development,Self Expression,Writing Improvement,Drills (Practice),Handwriting,Spelling,School Newspapers,Student Government,Field Trips,Learning Activities,Poetry

Written expression is a skill greatly needed by children and adults as a means of communication in their daily living. In this bulletin there are suggestions for the teacher who wants to use sound methods in teaching children to express themselves in writing. The authors attempt to show that language arts is an important part of the total school program that is good for children; and that it contributes to other learning activities. The purpose of this bulletin is to show teachers and parents that the development of written expression is a continuous process which begins simply with young children, and adds to their sills during each year of their elementary school lives. The material is organized around some of the questions that teachers and parents ask about how children learn to express themselves in writing. The six most important questions are discussed: (1) What is the place of writing in the total school program?; (2) Why do children need to write?; (3) How do children learn to express themselves in writing?; (4) What part do handwriting and spelling play in written expression?; (5) What opportunities do children have to write in purposeful situations?; and (6) How can children be encouraged to do creative writing? A bibliography is included. (Contains 13 footnotes.) [Best copy available has been provided.]