ethanporcaro/eric-fulltext-meta huggingface dataset:
More Firepower for Health Education. Bulletin, 1945, No. 2
Author: Steinhaus, Arthur H.
Date: 1945-00-00
Type: Historical Materials
Subjects: Educational Environment,Safety,Health Behavior,Health Education,Recreational Activities,Secondary School Teachers,Teacher Role,Teacher Attitudes,Teaching Methods,Pain,Psychological Patterns,Fear,Anxiety,Human Posture,Satisfaction,Motivation,Health Promotion,Wellness,Knowledge Level,Brain

This bulletin is committed to the thesis that the success of any educative experience varies as thoughts are or are not accompanied by appropriate feelings; that education must ever be alert to both of these happenings; and that the teacher can influence the feeling phase of an experience even as he can the cognitive phase. In limiting its efforts to a demonstration of this thesis in the area of health, this bulletin is neither a course outline nor a listing of what should be taught. It is an attempt to illustrate for secondary school teachers methods that may help to close the gap that often exist between the health knowledge and the health behavior of individuals. Logically included in this health behavior of individuals are exercise and recreational activities, safety practices, and the many other actions that enhance or jeopardize the protection, development, and maintenance of positive, robust health. Because this bulletin attempts to give practical help on practical problems, it cannot represent simultaneously divergent theories in education. This publication makes no pretense to completeness in the field of methods. It merely illustrates and discusses ways of associating feelings with knowledge that point to a course of action. It lays claim to no new ways of motivating. It merely analyzes and illustrates ways that have long been employed by man in literature and in education, and before him by Mother Nature, to move man and animals to action. This bulletin has been prepared for high school teachers in an effort toward balancing the scales between the methods of scientists and teachers. It represents a point of view which recognizes feeling as equal to knowledge in the learning process. (Contains 1 footnote.) [Best copy available has been provided.]
Education under Enemy Occupation in Belgium, China, Czechoslovakia, France, Greece, Luxembourg, Netherlands, Norway, Poland. Bulletin, 1945, No. 3
Author: Federal Security Agency, US Office of Education (ED)
Date: 1945-00-00
Type: Historical Materials
Subjects: Foreign Countries,War,Youth,Politics of Education,Access to Education,Students,Educational History,Violence,Social History

As yet citizens in the United States have had very little specific and authoritative information from the enemy-occupied countries of Europe and the Far East about what has happened and is happening to the intellectual life of their people. Recognizing these limitations in the information and desirous that the citizens of the United States, particularly the youth in schools and colleges, should be made as fully aware as possible of the situation, the members of the American Education Delegation meeting in London in the spring of 1944, arranged to secure authentic information on the important matters indicated. The delegation referred to was appointed by the Secretary of State of the United States for the purpose of participating with ministers of education, or their representatives, of 17 nations in a conference to be held in London, where, as is well known, most of the occupied countries have set up governments in exile. This bulletin is devoted to accounts of what the war and enemy occupation following it have meant to education in 6 of the 11 countries to which requests were addressed. They are presented as nearly as possible in the form in which they were prepared by the respective ministers of education or their representatives. They are, therefore, authentic and official and represent conditions as they were when written, during the early summer of 1944. The U.S. Office of Education presents them to the schools, school officials, and school children and youth of the United States, knowing well their sympathetic interest in their less fortunate fellows who have suffered and are suffering not alone the tragic casualties of war but the still less tolerable, brutal and unnecessary destruction which followed in its wake. In secondary schools and colleges these papers will be read as presented for the story they tell, for the style and tone of the authors, for renewed appreciation of the valiant manner in which youth of character meets disaster; but the facts disclosed will lead to further study of the countries involved, of their people, their history, and development socially, economically, and educationally. (Contains 6 footnotes.) [Best copy available has been provided.]
Vision for the College, Career, and Civic Life (C3) Framework for Inquiry in Social Studies State Standards: Guidance for States to Use in Enhancing Their Standards for Rigor in Civics, Economics, Geography, and History in K-12 Schools
Author: Council of Chief State School Officers
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Social Studies,Geography,Civics,Elementary Secondary Education,Investigations,Academic Standards,Interdisciplinary Approach,Cognitive Processes,Problem Solving,Evidence,Inquiry,Economics,Geography Instruction,Economics Education,History,History Instruction,Cooperation,Citizen Participation,Students

In the advent of the development and mass adoption of the common core state standards for English language arts and mathematics, state and local agencies have now expressed a need to the Council of Chief State School Officers (CCSSO or the Council) for assistance as they upgrade existing social studies standards to meet the practical goal of preparing young people for effective and successful participation in college, careers, and civic life. The College, Career, and Civic Life (C3) Framework, currently under development, will ultimately focus on the disciplinary and multidisciplinary concepts and practices that make up the process of investigation, analysis, and explanation which will be informative to states interested in upgrading their social studies standards. It will include descriptions of the structure and tools of the disciplines (civics, economics, geography, and history) as well as the habits of mind common in those disciplines. The C3 Framework will also include an inquiry arc--a set of interlocking and mutually supportive ideas that frame the ways students learn social studies content. This framing and background for standards development to be covered in C3 all point to the states' collective interest in students using the disciplines of civics, economics, geography, and history as they develop questions and plan investigations; apply disciplinary concepts and tools; gather, evaluate, and use evidence; and work collaboratively and communicate their conclusions. The C3 Framework will focus primarily on inquiry and concepts, and will guide--not prescribe--the content necessary for a rigorous social studies program. This document is designed to give states and other interested parties an understanding of how the C3 Framework is being developed and designed.
Chiefs' Pocket Guide to Class Size: A Research Synthesis to Inform State Class Size Policies
Author: Council of Chief State School Officers
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Minority Group Students,Educational Change,Class Size,Public Education,Public Officials,Outcomes of Education,Program Effectiveness,Academic Achievement,Low Income Groups,Students,Educational History,Program Implementation,Educational Research,Teacher Effectiveness,Early Childhood Education

Few questions in public education discourse benefit as much from research-based evidence as the question of class size--the pursuit of the ideal number of students that should be co-located for any particular period of instruction. But for policymakers, research on class size can be an embarrassment of riches, and much of the research appears to conflict--literature reviews often find that the number of studies boasting significant returns on investment offered by class size reduction (CSR) equals the number citing its ineffectiveness. Still more reports suggest no significant effects at all. In this &quot;Chief's Pocket Guide,&quot; the  authors draw from the major studies and literature reviews of CSR to find that, when viewed in isolation--a practice not recommended--dramatic reductions in class size are associated with desirable outcomes, including higher levels of student learning, and the typically modest effects are more pronounced in the early grades and for low-income minority students. When viewed from a whole-systems perspective, however, CSR efforts require a comprehensive consideration of resources, and therefore may not be the most cost-effective approach to improving student learning. This &quot;Chiefs' Pocket Guide&quot; will examine: (1) A brief history of high-profile CSR efforts; (2) A synthesis of research on the effects of CSR efforts; (3) Policy considerations for state education chiefs who may be implementing, considering, or reconsidering CSR as part of their reform agenda; and (4) Arguments for designing systems that move beyond the &quot;class size&quot; construct. A bibliography is included. (Contains 2 figures.)
Our Responsibility, Our Promise: Transforming Educator Preparation and Entry into the Profession
Author: Council of Chief State School Officers
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Program Validation,Stakeholders,Principals,Educational Change,State Departments of Education,State Boards of Education,State Policy,Educational Policy,Teacher Education,Teachers,Elementary Secondary Education,Higher Education,Teacher Certification,Instructional Leadership,Accountability,Professional Development,Teacher Evaluation,Teaching (Occupation)

This report was written by the Task Force on Educator Preparation and Entry into the Profession. The task force is made up of current and former chiefs who are members of the Council of Chief State School Officers (CCSSO) with input from partners at the National Association of State Boards of Education (NASBE) and the National Governors Association (NGA). This report is a call to action for chiefs and an invitation to colleagues, especially members of NASBE and NGA who contributed to this report. The members of the task force ask those in educator preparation and others interested in transforming entry into the education profession for teachers and principals to join them in supporting the implementation of the recommendations contained in this report. While the report attempts to focus on the state policy levers chiefs can activate, it is clear that the work required by these recommendations is not easy and will require the leadership and collaboration of all stakeholders involved in P-20 education. The focus of the task force is on teacher and principal preparation and entry into professional roles. While an educator's development will span his or her career, the entry point into the profession is the foundation for cultivating the knowledge and skills necessary for effective teaching and leading. Given this belief, the task force has defined learner-ready teachers and school-ready principals and focused on key actions that must be taken by CCSSO's membership in partnership with members of NASBE and NGA to implement the changes now needed. The recommendations contained in this report focus on the levers for change that are the responsibility of state education agencies (SEAs) and, where applicable, their partner professional standards boards: licensure; program approval; and data collection, analysis, and reporting. Appended are: (1) Task Force Members; and (2) Key Attributes of Program Approval of Educator Preparation Programs. (Contains 3 notes.)
Chiefs' Research Primer: A Summary of Measures of Effective Teaching's (MET) Recent Findings, Gathering Feedback for Teaching--Combining High-Quality Observations with Student Surveys and Achievement Gains
Author: Council of Chief State School Officers
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Achievement Gains,Evaluation Methods,Observation,Feedback (Response),Student Surveys,Measures (Individuals),Prediction,Reliability,Educational Trends,Trend Analysis,Academic Achievement

This paper presents a summary of Measures of Effective Teaching's (MET) recent findings. Findings include: (1) The teacher observation instruments studied were effective in predicting teachers with greater student achievement gains and grew in reliability and predictive power as more ratings--and more non-observational data--were taken together; and (2) Teachers' scores clustered in the mid-range of performance with higher scores in management competencies and lower scores in instructional competencies. A list of policy considerations is also offered.
Growth Model Comparison Study: A Summary of Results
Author: Auty, Bill
Date: 2012-00-00
Type: Reports - Research
Subjects: Federal Legislation,Federal Programs,Measurement,Elementary Schools,Middle Schools,School Effectiveness,Identification,Models,Differences,Measures (Individuals),Context Effect,Data Analysis,Inferences,State Policy,State Standards,Reliability,Testing,Methods,Student Characteristics,Institutional Characteristics,State Action,Enrollment,Accountability

School accountability is subject to considerable scrutiny. It generates sharp political debate, policy challenges, and continuous discussion. Growth models are now a part of that discussion. To many practitioners the sheer volume of &quot;important to know&quot; information is daunting. The members of the Technical Issues in Large Scale Assessment (TILSA) and Accountability Systems &amp; Reporting (ASR) state collaboratives have recognized the challenge of communicating detailed, technically-oriented measurement issues. In response, these groups have produced a series of publications aimed at providing technical and non-technical users with practical guidance about growth models. This publication continues the series by summarizing the &quot;Growth Model Comparison Study: Practical Implications of Alternative Models for Evaluating School Performance&quot; conducted by Pete Goldschmidt, Kilchan Choi, and J.P. Beaudoin which implemented statistical growth models using real student data from four states. The study is important because it is the first designed to make it possible to see whether results are different or similar when (a) the same growth models are estimated in different states and (b) different models are estimated in the same state. As a summary, this document is intended to provide timely and comprehensible information for practitioners and other stakeholders who may not have a technical background in using assessment data for educational accountability. (Contains 1 table and 44 footnotes.) [This paper was prepared for and commissioned by the Technical Issues in Large Scale Assessment (TILSA) and Accountability Systems &amp; Reporting (ASR) members of the system of State Collaboratives on Assessment and Student Standards (SCASS). It was written with the support of Charlene Tucker, Duncan MacQuarrie, and Doug Rindone and offers a summary of &quot;Growth Model Comparison Study: Practical Implications of Alternative Models for Evaluating School Performance&quot; (ED542761).]
EDUCARE: Re-Envisioning Education Beginning at Birth
Author: Miller, Susan
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Superintendents,Private Sector,Program Development,Neighborhoods,Public Education,Private Financial Support,Preschool Children,Disadvantaged Youth,State Policy,Early Childhood Education,Child Care,Federal Programs,Achievement Gap,Child Development,Parent Participation,Teacher Effectiveness,Teacher Salaries,Evidence,Program Implementation,Partnerships in Education,Educational Change

In late 1999, philanthropist Susie Buffett wanted to make the smartest possible investment to improve public education in her hometown of Omaha, Nebraska. She and her then-foundation president, Dan Pedersen, spoke with Superintendent John Mackiel regarding how he would choose to use private funds to enhance opportunities for Omaha's 46,000 students, including children speaking more than 60 languages and large numbers from economically stressed homes. While many aspects of his school district needed additional resources, Superintendent Mackiel gave top priority to investing in the first five years of life and learning. Today, about 300 parents begin each morning with infants and toddlers in tow, or with excited four-year olds running ahead, by entering one of two Educare schools in Omaha, brightly-colored, specially designed buildings housing a comprehensive birth-to-age five early childhood program. Located adjacent to Kellom Elementary School and Indian Hill Elementary School in two of the city's poorest neighborhoods, the Educare schools are modeled on the first one on Chicago's south side. This original flagship school was constructed with support from business leader Irving Harris and informed by a research-based program model designed by Chicago's Ounce of Prevention Fund, a longstanding leader in early childhood advocacy and program development. These and all other Educare schools across America are public-private partnerships in which funding and governance includes the local schools, Head Start and Early Head Start, child care, philanthropy, and other community and private sector leaders. This issue brief, written for education and state policy leaders, provides a detailed description of the opening chapter in the Educare story, including: (1) a portrait of the Educare strategy: state-of-the-art facilities, a research-based birth-to-age five program model, a unique public-private/early childhood-public education partnership, and a platform for policy and systems change; (2) a summary of recently completed early evaluation data on the impact of Educare on children in the first five operating Educare schools: Chicago, Omaha, Milwaukee, Tulsa, and Denver; and (3) implications of the Educare model for public education and early childhood policy.
Distance Education and Training Council Constitution and Bylaws. 2012 Edition
Author: Distance Education and Training Council
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Distance Education,Organizations (Groups),Institutional Mission,Standards,Administrative Organization,Accreditation (Institutions),Institutional Role,Laws,Training,Postsecondary Education,Higher Education

The mission of the Distance Education and Training Council (hereinafter referred to as the Council or DETC) is to promote, by means of standard-setting, evaluation, and consultation processes, the development and maintenance of high educational and ethical standards in education and training programs delivered through distance learning. The Council establishes and operates a nationally recognized institutional educational accrediting association, the DETC Accrediting Commission. This publication presents the 2012 edition of the Council's constitution and bylaws. The following articles are presented in this publication: (1) Name; (2) Mission; (3) Administration of the Council; (4) Membership; (5) Meetings; (6) The Accrediting Commission; (7) Officers of the Commission; (8) Executive Committee; (9) Committees; (10) Compensation; (11) Dues and Assessments; (12) Miscellaneous Provisions; (13) Amendments and Rules of Orders; and (14) Adoption.
Development of Online Cognitive and Algorithm Tests as Assessment Tools in Introductory Computer Science Courses
Author: Avancena, Aimee Theresa
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Computer Science Education,High School Students,College Students,Introductory Courses,Academic Persistence,Mathematics,Programming,Computer Assisted Testing,Cognitive Processes,Correlation,Academic Achievement

This paper presents the online cognitive and algorithm tests, which were developed in order to determine if certain cognitive factors and fundamental algorithms correlate with the performance of students in their introductory computer science course. The tests were implemented among Management Information Systems majors from the Philippines and among the students of the Information Systems track in a technology high school in Japan. The cognitive factor, Spatial Scanning, correlated significantly with the performance of both student groups in introductory computer science. Among the algorithms, Maze Tracing correlated with the university students' final grade and Binary Search with the midterm exam result of the high school students. The online tests also showed significant correlations among Searching, Sorting and Maze Tracing algorithms. The obtained correlations may be considered in creating assessment tools and in designing learning strategies for introductory computer science courses for both university and high school levels. (Contains 2 figures and 1 table.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012),&quot; see ED542606.]
Using Big Data to Predict Student Dropouts: Technology Affordances for Research
Author: Niemi, David
Date: 2012-10-00
Type: Reports - Research
Subjects: Higher Education,Online Courses,Academic Persistence,Identification,At Risk Students,Data Collection,Data Analysis,Data Processing,Pattern Recognition,Dropouts,Prediction,Predictor Variables,Student Characteristics,Mathematics,Information Technology,Distance Education,Educational Research

An underlying theme of this paper is that it can be easier and more efficient to conduct valid and effective research studies in online environments than in traditional classrooms. Taking advantage of the &quot;big data&quot; available in an online university, we conducted a study in which a massive online database was used to predict student successes and failures. We found that a pattern of declining performance over time is a good predictor of the likelihood of dropping out, and that having dependents or being married or in the military reduces the risk of dropping out. The risk of dropping out was higher for older students, females, and students with previous college education or transfer credits. These results provide a foundation for testing interventions to help students who are at risk and will also help to inform the development of a &quot;research pipeline&quot; that will enable rapid experimental studies of new tools and strategies. (Contains 1 table.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012),&quot; see ED542606.]
A Project-Based Learning Setting to Human-Computer Interaction for Teenagers
Author: Geyer, Cornelia
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Computer Science,Adolescents,Man Machine Systems,Computer Interfaces,Usability,Likert Scales,Workshops,Engineering,Career Exploration,Technical Occupations

Knowledge of fundamentals of human-computer interaction resp. usability engineering is getting more and more important in technical domains. However this interdisciplinary field of work and corresponding degree programs are not broadly known. Therefore at the Hochschule Ruhr West, University of Applied Sciences, a program was developed to give teen-aged pupils insights into this area in a project-based learning environment with professional tools. Within the last 18 month this project was successfully conducted several times with participants of different age. (Contains 3 figures.) [For the complete proceedings, &quot;Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, Oct 19-21, 2012),&quot; see ED542606.]