ethanporcaro/eric-fulltext-meta huggingface dataset:
Mindfulness and Stress: A Quantitative Study of Therapist Trainees
Author: Arslan, Umut
Date: 2016-00-00
Type: Journal Articles
Subjects: Therapy,Metacognition,Stress Variables,Daily Living Skills,Counselor Training,Scores,Correlation,Graduate Students,Social Work,Age Differences,Burnout,Student Attitudes,Measures (Individuals),Masters Programs

The current study explores the levels of mindfulness and perceived stress of therapist trainees at the University of Montana. The population for this study was 80 master's students in social work and counseling programs. A Pearson r correlation was conducted to explore the relationships between age, Perceived Stress Scale (PSS) scores, Life Stress Inventory (LSI) scores, and Five Facet Mindfulness Questionnaire (FFMQ) scores. There was a medium positive correlation between age and the observed subscale of the FFMQ (0.32). There was a large negative correlation between the PSS and the Nonreact subscale of the FFMQ (-0.51). There was a large negative correlation between the levels of perceived stress and one facet of mindfulness, non-reacting, r = -0.51, n = 58, p = 0.00, with high levels of non-reacting mindfulness associated with lower levels of perceived stress. Therapist training programs might consider adding mindfulness practice to the curriculum, both in the sense of self-care for students and in how they might utilize mindfulness practices with clients. Further exploration might be done regarding the other facets of mindfulness and how each facet might be addressed through different activities or practices.
2017 Digital Literacy Impact Study. An NMC Horizon Project Strategic Brief. Volume 3.5
Author: New Media Consortium
Date: 2017-11-00
Type: Reports - Research
Subjects: Technological Literacy,Higher Education,College Graduates,Educational Technology,Technology Uses in Education,Employment Level,College Students,Employment Qualifications,Lifelong Learning,School Business Relationship,Outcomes of Education

The 2017 &quot;Digital Literacy Impact Study: An NMC Horizon Project Strategic Brief&quot; examines how digital literacy training in higher education affects the occupational success of postgraduate learners as they enter the workforce. Supported by Adobe, the aim of this research is to understand how the digital learning experiences that college and university students were exposed to while pursuing an undergraduate degree impact and influence current employment roles, responsibilities, and functions. This report offers insights on digital literacy learning from the postgraduate perspective, specifically what is being learned, utilized, and applied in the workforce. It also shares how postgraduates use digital literacy skills, specifically universal literacy, creative literacy, and literacy across disciplines, in the workplace. [For the 2016 report, &quot;Scaling Solutions to Higher Education's Biggest Challenges: An NMC Horizon Project Strategic Brief. Volume 3.2,&quot; see ED570428.]
NewsWise: Pilot Report 2018
Author: National Literacy Trust (United Kingdom)
Date: 2018-00-00
Type: Reports - Research
Subjects: Elementary School Students,News Reporting,Mass Media,Media Literacy,Foreign Countries,Workshops,Program Effectiveness,Information Literacy,Teacher Attitudes,Student Attitudes,Information Technology,Electronic Publishing,Computer Mediated Communication,Elementary School Teachers,Faculty Development

The NewsWise programme was developed as a collaborative partnership between Google, The Guardian Foundation, the National Literacy Trust and the PSHE Association, based on a shared mission to create a generation of news literate children. This report covers outcomes from the pilot phase in early 2018 and includes findings relating to 547 pupils aged 9 to 11 in schools across England and Wales. 234 matched survey responses indicated that: (1) More than three quarters of pupils (76.3%) had a better idea of why news stories might be created, and showed a deeper understanding of how news stories are created, with the percentage aware of the need for fact-checking increasing from 61.5% to 75.6%; (2) More children were confident about their ability to spot fake news, with under half (47.2%) saying it was 'easy' or 'quite easy' before taking part in a NewsWise workshop, and more than three quarters (76.2%) afterwards; (3) Three-quarters were more confident about reading news (78.4%), talking about news (76.1%) and challenging family and friends about news they weren't sure about (73.6%); and (4) 10 out of 10 teachers said they would recommend NewsWise training to other schools.
NMC/CoSN Horizon Report: 2017 K-12 Edition
Author: Freeman, A.
Date: 2017-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Technology,Technology Uses in Education,Educational Change,Technology Integration,Educational Innovation,Teaching Methods,Evaluation,STEM Education,Art Education,Coding,Barriers,Technological Literacy,Learning Experience,Teacher Role,Thinking Skills,Achievement Gap,Leadership Role,Robotics,Shared Resources and Services,Computer Simulation,Artificial Intelligence,Networks

What is on the five-year horizon for schools? Which trends and technology developments will drive educational change? What are the critical challenges and how educators strategize solutions? These questions regarding technology adoption and educational change steered the discussions of 61 experts to produce this report. The &quot;NMC/CoSN Horizon Report: 2017 K-12 Edition&quot; examines emerging technologies for their potential impact on and use in teaching, learning, and creative inquiry in schools. This report highlights 18 topics selected by the 2017 K-12 Expert Panel related to the educational applications of technology. The topics are placed directly in the context of their likely impact on the core missions of schools and are detailed in succinct, non-technical, and unbiased presentations. Each has been tied to essential questions of relevance or policy, leadership, and practice. The report's first two sections focus on an analysis of the trends driving technology decision-making and planning, and the challenges likely to impede the adoption of new technologies, respectively. The report's third section focuses on important developments in technology -- consumer technologies, digital strategies, enabling technologies, internet technologies, learning technologies, social media technologies, and visualization technologies -- all positioned to impact K-12 education over the next five years. Taken together, the three sections constitute a straightforward guide for strategic planning and decision-making for K-12 education leaders across the world. [mindSpark Learning partnered on this publication.]
Average Change in Sentence Repetition by Spanish-English Speaking Children: Kindergarten to First Grade
Author: Wood, Carla
Date: 2017-04-12
Type: Reports - Research
Subjects: Kindergarten,Grade 1,Elementary School Students,Preschool Children,Sentences,Repetition,Spanish,English Language Learners,Bilingual Students,Syntax,Morphology (Languages),Second Language Learning,Intelligence Tests,Verbal Ability,Vocabulary,Low Income Students,Accuracy,Language Proficiency,Grammar

Purpose: This study aimed to describe change in dual language learners' (DLLs) morphosyntactic skills from kindergarten to first grade based on a sentence repetition task in English and Spanish. Methods: The sample included Spanish-English speaking children (n = 25). Investigators employed a repeated measures analysis of variance with one within-subjects effect (time). Results: Overall there was a significant difference in sentence repetition accuracy between time points showing growth in English (p &lt; 0.001, d = 1.24), and no significant change in Spanish. Results highlight malleable English grammatical forms (e.g. conditional (if-then); question inversion of auxiliaries; and subordinating conjunctions) and forms that remained challenging for DLLs in first grade (e.g. irregular past). Conclusion: Findings support the use of a sentence repetition task as a progress monitoring tool for young DLLs. Highlighted grammatical errors may be informative for planning intensified instructional support in kindergarten and first grade. [This is the online version of an article published in &quot;International Journal of Bilingual Education and Bilingualism&quot; (ISSN 1367-0050).]
Laboratories of Democracy: How States Get Excellent K-12 U.S. History Standards. White Paper No. 162
Author: Lewis, Anders
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: United States History,History Instruction,State Standards,Advisory Committees,Social Studies,Department Heads,Teacher Attitudes,College Faculty,Elementary School Teachers,Middle School Teachers,Parent Attitudes,Group Membership,Organizations (Groups),Course Content,Civics,Content Area Reading,Content Area Writing,High Schools,Administrator Attitudes,Elementary Secondary Education

The purpose of this paper is to take a closer look at the states that have designed strong history standards and note what has made them exceptional so other states might do the same. They include Alabama, California, Indiana, Massachusetts, New York, and South Carolina. The report draws on interviews with individuals from each state who sat on advisory boards and panels, who shared details on their review process, and identified individuals consulted to design their standards, timetables and outcomes. Members of the state design committees included chairmen of high school history or social studies departments, elementary and middle school teachers, college history professors, members of historical societies and parents. The report also includes seven core recommendations related to process; non-partisanship; the importance of detail and clarity in standards; the need to focus on academic content; the value of civics-based content; encouraging the reading of history in each grade; and finally to promote historical writing in each grade. In all, the paper shows that states can create robust K-12 standards that are clear enough for teachers to employ effectively and that enrich students' understanding of U.S. history. [Preface by Daniel Walker Howe.]
From below Norms to above Average-and Still Growing! Our Lady of Hungary Catholic School, IN. Map Growth &amp; Professional Learning Case Study
Author: NWEA
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Case Studies,Catholic Schools,Clergy,Principals,High Achievement,Academic Achievement,Teaching Skills,Teacher Improvement,Catholic Educators,Faculty Development,Formative Evaluation,Middle School Students,Elementary School Students,Student Evaluation,Computer Assisted Testing,Achievement Gains,Educational Improvement

This article describes a case study in which Our Lady of Hungary Catholic School (OLH) principal Kevin Goralczyk and the parish's pastor, Reverend Kevin Bauman, faced educators' universal challenge: Knowing what students need to learn but wondering how to evaluate if they were really successfully taking in the information rather than simply studying for tests. The pastor already knew NWEA™ assessments had a solid track record in helping educators close achievement gaps and push high achievers; Goralczyk found the organization's professional learning (PL) well-suited to helping the school become a more collaborative and academically successful community. The school saw signifcant changes during their first year using MAP® Growth™ and Children's Progress Academic Assessment™ (CPAA™), an early learning skills assessment, as well as NWEA PL focused on classroom formative assessment strategies. Student growth accelerated, teachers' skills strengthened, and students became more engaged with their personal learning journeys.
Metaphorical Perceptions of Science Teacher Candidates towards Teacher and Teaching Profession
Author: Yadigaroglu, Mustafa
Date: 2018-07-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Figurative Language,Preservice Teachers,Phenomenology,Content Analysis,Teaching (Occupation),Student Attitudes,Foreign Countries

The purpose of this study is to explore the metaphorical perceptions of science teacher candidates towards teacher and teaching profession. Qualitative research method was used in the study and &quot;phenomenological approach&quot; was employed as the design of the study. The participants of the study are comprised of 102 teacher candidates who pursue science education programs, in the fall term of 2017-2018 academic year, in the department of mathematics and science education of a middle-sized faculty of education in Central Anatolia. As data collection tool, a form consisting of 2 questions was used for the identified concepts. The obtained data were analyzed using content analysis technique, and after the accuracy of the determined metaphors and created the categories were controlled by two faculty members having expertise, the final form of metaphor and the categories were generated. As a result of the analyses, it was found out that teacher candidates generated 40 metaphors for teacher concept and 60 metaphors for teaching profession. Given the data obtained, it has been observed that prospective teachers providedpositive metaphors for the concept of teaching and teaching profession.
An SEA Guide for Identifying Evidence-Based Interventions for School Improvement
Author: Lee, Laurie
Date: 2016-11-29
Type: Guides - Non-Classroom
Subjects: State Departments of Education,Educational Improvement,Educational Legislation,Federal Legislation,Academic Achievement,Achievement Gains,Evidence Based Practice,Intervention,State Policy,Statewide Planning,Educational Planning,Data Collection,Progress Monitoring,Check Lists,Scoring,Curriculum Development,Alignment (Education),State Standards,Educational Assessment,Staff Development,Educational Environment,School Culture,Program Implementation,Leadership

The Every Student Succeeds Act (ESSA) challenges state education agencies (SEAs) to improve student outcomes by addressing the student-, teacher-, and school-level factors that drive achievement gains. This Guide for Identifying Evidence-Based Interventions for School Improvement is intended to help State Education Agencies (SEAs) carefully consider the evidence supporting intervention options that they will require or recommend in their state ESSA plan and funding applications. SEAs could indicate in their state ESSA plan how they have used or will use the self-study process to identify interventions, in partnership with stakeholders. The purpose of the guide is to help SEAs: (1) evaluate the evidence base for interventions as they identify those to be included in the state plan for ESSA as options for schools in need of comprehensive or targeted support; (2) determine the interventions that have strong evidence, and are relevant and appropriate to meeting the needs of the Local Education Agencies (LEAs); and (3) plan to provide resources for LEAs to help them choose the best evidence-based option(s) for schools in need of comprehensive or targeted support to include in school improvement plans.
The Use of Extended Piano Techniques at Conservatories in Turkey
Author: Akbulut, Sirin
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Musical Instruments,Music Techniques,Music Teachers,Teaching Methods

Although the use of extended piano techniques were relatively uncommon in the common practice period (c.1600 - 1900), the use of extended skills became more common in modern classical music since 1900. Composers in modern Turkey also use these techniques in their works. This study analyzed the role of extended-technique piano repertoire in the pedagogical approaches of instructors at conservatoires. Results indicated that these techniques were not widely taught and the repertoire was not widely performed. The most prominent challenges in the teaching of this repertoire were found to emerge at the phase of application. Thus, the study analyzed applications and problems observed in conservatoires in Turkey regarding the use of extended piano techniques, and it investigated how these problems can be resolved. [Paper presented at the 2010 World Conference on Educational Sciences (WCES).]
Connecting Social and Emotional Learning to Michigan&apos;s School Improvement Framework: Guidance and Resources for K-12 and Early Childhood Settings
Author: Center on Great Teachers and Leaders at American Institutes for Research
Date: 2016-00-00
Type: Guides - General
Subjects: Elementary Secondary Education,Early Childhood Education,Social Development,Emotional Development,Educational Improvement,Instructional Leadership,School Culture,Curriculum,Instruction,Student Evaluation,Professional Development,Family School Relationship,School Community Relationship

Research demonstrates that human development and student learning are highly dependent on interpersonal relationships and positive learning environments (Eccles et al., 1993). However, school improvement efforts often focus on students' mastery of academic skills with much less emphasis on students' social and emotional skills, which are integral to human development and are a contributing factor to school culture. Human development is a continuous process from birth throughout adulthood and contains multiple domains of development, including cognitive, social, and emotional domains. It is thus important to create learner expectations that (1) reflect the way that learners develop their skills and competencies across age bands; (2) are strengthened and built upon so that learning is supported systematically over time; (3) complement the multiple domains of development; (4) honor and value the culture of all learners; and (5) recognize that the use and application of skills and competencies are dependent upon context. The Michigan Department of Education (MDE) collaborated with the Great Lakes Comprehensive Center (GLCC) and the Center on Great Teachers and Leaders (GTL Center) to develop this Guide. It is intended to support administrators, school leadership teams, and educators (e.g., early childhood educators, caregivers, teachers, support staff, and afterschool educators) in the implementation and integration of the Michigan's Social and Emotional Learning (SEL) Competencies into the structure and daily routines of their schools. The Guide reinforces and extends the belief that students' development of social and emotional competencies is something educators already focus on, demonstrating that SEL is not &quot;one more thing,&quot; but rather a part of daily practice. This Guide provides activities, tools and resources to promote competency development and demonstrates explicit connections to MDE's School Improvement Framework (SIF) so that schools and educators can leverage both initiatives to advance learner knowledge and skills. Seven appendices are included. [Great Lakes Comprehensive Center at American Institutes for Research contributed to the report.]
Resource Guide: Building a Bright Future for All. Success in Early Learning Programs and Elementary School for Immigrant Families. A Guide for Early Learning Programs, Elementary Schools, and Educators
Author: Department of Education (ED), Office of Planning, Evaluation and Policy Development
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Immigrants,Equal Education,Early Childhood Education,Community Organizations,Elementary School Students,Educational Opportunities,Guides,Family School Relationship,Parent Materials,Civil Rights,Laws,English Language Learners,Limited English Speaking,Bullying,Disabilities,Immunization Programs,Enrollment

The U.S. Department of Education (the Department) has developed the &quot;Resource Guide: Building a Bright Future for All&quot; (Guide) to assist and enhance State and local efforts to support immigrant children from birth through the elementary grades. The second section of this Guide is a handbook for parents of immigrant children in early learning programs and elementary schools for school staff and community-based organizations to share with the families with whom they work. The Department hopes that early childhood and elementary school teachers, principals and directors, other staff, and community-based organizations will use the contents of this Guide to better support these children and their families, and promote educational equity and opportunity for all children.
The Steep Road to Resource Equity in California Education: The Local Control Funding Formula after Three Years
Author: Chen, Theresa
Date: 2017-04-00
Type: Reports - Research
Subjects: Funding Formulas,Educational Finance,Educational Equity (Finance),Resource Allocation,Access to Education,School District Autonomy,Educational Opportunities,Poverty Areas,Elementary Secondary Education

California's Local Control Funding Formula (LCFF) promised to give more resources to the students who need the most: English learners, foster youth, and low-income students. So, how well is California's new education funding system delivering on that promise? The Education Trust-West's report, &quot;The Steep Road to Resource Equity in California Education: The Local Control Funding Formula After Three Years,&quot; seeks answers to these questions by digging into data on district spending, and access to courses, curriculum, and personnel. The report finds that funding is more equitable -- but gaps in opportunities persist. The report concludes with recommendations for how state and district leaders can further improve resource equity, so that all students benefit from the promise of LCFF.
Rebooting &apos;Smart Schools&apos;: The Need to Debug New York&apos;s 2014 Bond Act. Issue Brief
Author: Girardin, Ken
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Educational Finance,State Aid,School Districts,Educational Technology,Access to Computers,Technology Uses in Education,Grants,Bond Issues,State Legislation,Program Effectiveness,Program Implementation,Preschool Education,Elementary Secondary Education,Public Education

In November 2014, New York voters approved the Smart Schools Bond Act, which authorizes up to $2 billion in state general obligation borrowing to finance school district purchases of computers and other classroom technology; improve schools' high-speed and wireless internet links; install &quot;high-tech smart security features&quot; in school buildings; and build new classrooms for pre-kindergarten programs and to replace temporary classroom structures. Based on the authors' review of the bond act's implementation, the Smart Schools grant-making process has been sluggish and haphazard, reflecting the program's overly broad standards and goals. In this issue brief, the authors explain why the process has been troublesome and ways it can improve.
Bayesian Inference under Cluster Sampling with Probability Proportional to Size
Author: Makela, Susanna
Date: 2018-00-00
Type: Reports - Research
Subjects: Bayesian Statistics,Statistical Inference,Sampling,Probability,Research Design,Nonparametric Statistics,Sample Size,Simulation,Surveys

Cluster sampling is common in survey practice, and the corresponding inference has been predominantly design-based. We develop a Bayesian framework for cluster sampling and account for the design effect in the outcome modeling. We consider a two-stage cluster sampling design where the clusters are first selected with probability proportional to cluster size, and then units are randomly sampled inside selected clusters. Challenges arise when the sizes of nonsampled cluster are unknown. We propose nonparametric and parametric Bayesian approaches for predicting the unknown cluster sizes, with this inference performed simultaneously with the model for survey outcome, with computation performed in the open-source Bayesian inference engine Stan. Simulation studies show that the integrated Bayesian approach outperforms classical methods with efficiency gains, especially under informative cluster sampling design with small number of selected clusters. We apply the method to the Fragile Families and Child Wellbeing study as an illustration of inference for complex health surveys. [This is the online version of an article published in &quot;Statistics in Medicine.&quot;]