ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Resiliency and Pathways to Opportunity. Strategies for Transformative Change
Author: Powell, M.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Resilience (Psychology),Labor Force Development,Consortia,Employment Qualifications,Models,Partnerships in Education,Innovation,Health Services,Information Technology,Outcomes of Education,Educational Change,Employment Opportunities,Employers,Critical Thinking,Metacognition,Adjustment (to Environment),Cooperation,Reflection,Capacity Building

Like many colleges funded by the U.S. Department of Labor's TAACCCT program, the goal of the Northeast Resiliency Consortium (NRC) (a Round Three grantee) was to enhance the capacity of colleges to accelerate learning, ensure that students attain industry-recognized credentials, foster innovative employer partnerships, use new technologies, and deploy robust support services. The NRC set out to address what resiliency means in times of crisis, change, and challenge, including finding ways for community colleges to innovate while simultaneously creating a highly skilled and resilient workforce across the healthcare, information technology, and environmental/utility sectors. One core strategy of the NRC was the launching of the Resiliency Competency Model, which is featured in this brief.
Service Learning for Engaged Work-Based Learning. Strategies for Transformative Change
Author: Hoffman, D.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Service Learning,Experiential Learning,Educational Change,Change Strategies,Performance Factors,Needs Assessment,Community Colleges,Partnerships in Education

All 16 Wisconsin Technical College System (WTCS) colleges are committed to creating Intentional Networks Transforming Effective and Rigorous Facilitation of Assessment, Collaboration, and Education (INTERFACE). INTERFACE received a Round Three TAACCCT grant from the U.S. Department of Labor. INTERFACE is a strategic alignment between colleges, nationally-recognized leaders in education, statewide educational systems, workforce development systems, current TAACCCT grant recipients, and businesses to strengthen computer skill competencies, and expand pathways in information technology-related programs to TAA-eligible, veterans, and other adult learners. One of the strategies being implemented by INTERFACE is work-based learning. This brief focuses on the service learning program developed by Waukesha County Technical College (WCTC) to provide its students with hands-on work-based learning.
Employing Content-Based Curricula in Nursing at Illinois Central College to Improve Equity and Outcomes for Students. Pathways to Results: Implementation Partnerships Strategy Brief
Author: Graham, Edmund
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Change Strategies,Educational Improvement,Nursing Education,Outcomes of Education,Equal Education,Curriculum Development,College Programs

Since the creation of Pathways to Results (PTR) in 2009, Illinois Central College (ICC) has participated in all but one year, working to improve outcomes across a number of different pathways. ICC has been innovative in its use of PTR over the years, and the 2014/2015 PTR project was no different. The ICC team worked to identify parallels between PTR and their institutional program review process in order to create a more effective program review process. Through these processes ICC identified disparities within and between pathways by race/ethnicity and gender. This brief describes how Illinois Central College's Pathways to Results team redesigned their nursing curriculum to improve completion and graduates pass rate on the National Council Licensure Exam.
A Multipronged Approach to Improving Transitions and Outcomes for Nontraditional-Aged Students in Select Pathways at Oakton Community College. Pathways to Results: Implementation Partnerships Strategy Brief
Author: McCambly, Heather
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Community Colleges,Nontraditional Students,Outcomes of Education,Educational Improvement,Change Strategies,Manufacturing,Needs Assessment,Intervention,Models,Transitional Programs

Oakton Community College (Oakton) launched a Pathways to Results (PTR) project for the first time in 2014, a decision that converged with the launch of an all-college student success team with the goal of making evidence-based decisions to significantly improve student success. Oakton chose to work initially on its manufacturing program. Preliminary discussions with employers revealed a high demand for new, well-educated workers. Oakton is located in the third largest manufacturing region in the United States, making this a key opportunity for its students. This brief describes how Oakton Community College's Pathways to Results team used three interconnected strategies to improve equity and outcomes for nontraditional-aged students.
Improving CTE Student Retention and Transfer at Rend Lake College with Degree Audit and Reengagment Strategies. Pathways to Results: Implementation Partnerships Strategy Brief
Author: Rockey, Marci
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Transfer Students,School Holding Power,Program Implementation,Change Strategies,Academic Persistence,Improvement Programs,Partnerships in Education,Audits (Verification),Vocational Education,Needs Assessment,Outcome Measures,Models,Intervention

Rend Lake College (RLC) has participated in several Pathways to Results (PTR) projects over the last five years. The PTR model has been an essential tool to drive evidence-based changes throughout the College. In 2015, RLC used the PTR Model to evaluate institutional processes related to the Perkins Career and Technical Education (CTE) Student Retention and Transfer (or &quot;3P1&quot;) measure, which had been falling short of state performance goals. This brief describes how Rend Lake College's Pathways to Results team used automated degree audits and reengagement strategies to improve retention and transfer of their CTE students.
Integrating Contextualized Math in the MultiCraft Curricula at Sauk Valley Community College. Pathways to Results: Implementation Partnerships Strategy Brief
Author: Rockey, Marci
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Community Colleges,Partnerships in Education,Change Strategies,Integrated Activities,Manufacturing,Mathematics Activities,Reading Programs,Needs Assessment,Educational Innovation,Intervention,Models

Sauk Valley Community College (SVCC) has returned to the Pathways to Results (PTR) process to analyze and improve a new pathway each year for the last five years. They have become so invested in PTR that they have institutionalized its use into their approach to program review and continuous improvement, creating an institutional PTR team responsive to needs that arise on their campus. In 2014, faculty members partnered with student services and industry at SVCC to explore and enhance student success within the MultiCraft Technology pathway. This pathway includes several stackable credentials earned on the way to completing the associate in applied sciences. In addition, articulated transfer agreements exist with two state universities, allowing students to continue on the pathway to earn a four-year degree in Engineering Technology. This brief describes how Sauk Valley Community College integrated contextualized math and reading supports to improve outcomes for students in their manufacturing pathway.
Ready and Interested: Harry S Truman College's Multipronged Approach to Improving Retention and Completion among Males of Color. Pathways to Results: Implementation Partnerships Strategy Brief
Author: Graham, Edmund
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Academic Persistence,Graduation Rate,School Holding Power,Males,African American Students,Community Colleges,Needs Assessment,Improvement Programs,Intervention,Models

Harry S Truman College (Truman), one of the seven City Colleges of Chicago, has participated in Pathways to Results (PTR) for the last three years. In each of its projects Truman has successfully improved institutional processes and academic pathway practices, resulting in improved outcomes for its students. Truman has truly been a leader, under both current and past college leadership, in the area of critical analysis and meaningful transformation to strive for equitable outcomes across issues of race, income, gender, and special populations. With each project the Truman team has successfully worked with a large group of administrators and program faculty to create a common vision that places equity at the center of their improvement efforts. As a result, they have been an exemplar in designing and implementing targeted improvements that reach the students who need them most, while also addressing broad pathway needs that improve the experience for all students. In their most recent Year One PTR project, the Truman team focused on their cosmetology program, based on their observation that men of color were not experiencing the same level of success as other student populations in this and other programs of study due to lower levels of readiness. This brief describes how Harry S Truman College's Pathways to Results team integrated new proactive reading supports and incorporated barbering-specific content for interested males within their cosmetology program to improve outcomes for men of color.
Supporting the Education of Unaccompanied Homeless Students. Updated. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Homeless People,Latchkey Children,Educational Legislation,Federal Legislation,Childrens Rights,Age Differences,Definitions,Barriers,Educational Opportunities,Identification,Enrollment Management,School Community Relationship,Higher Education

Homelessness is a devastating circumstance for any child or youth, but for youth on their own, the stresses of homelessness are multiplied. The myriad of challenges faced by youth experiencing homelessness on their own puts these students at risk of dropping out or school failure. Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (reauthorized under Title X, Part C of the No Child Left Behind Act) guarantees rights and services for homeless students, including specific supports for unaccompanied homeless youth. This brief describes the challenges unaccompanied homeless youth face, explains key provisions of the McKinney-Vento Act, and suggests proven strategies from across the country for supporting the educational success of this vulnerable population.
Serving Homeless Children and Youth in Charter Schools. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Homeless People,Federal Legislation,Charter Schools,Barriers,Transportation,Access to Education,Enrollment,Student Rights,Lunch Programs,Agency Cooperation,School Districts

This brief summarizes McKinney-Vento Act mandates for local educational agencies (LEAs) and schools. It includes additional explanation on two issues about which charter schools have frequently raised questions: transportation, specifically to and from the school of origin, and enrollment policies, which may create barriers for homeless students. The brief is divided into the following sections: (1) Requirements in the McKinney-Vento Act for all LEAs; (2) McKinney-Vento Act Requirements for Schools; (3) Transportation Requirements as They Apply to Charter Schools; (4) Enrollment Requirements as They Apply to Charter Schools; (5) Free Meals and Snacks for Homeless Students; (6) Coordination between State Homeless Education Programs and Charter Schools; and (7) Learning About the McKinney-Vento Act and its Implementation. Examples of states and charter schools that have implemented strategies for serving homeless children and youth are included. Related excerpts from the law and Non-regulatory Guidance conclude the brief.
Self-Reported Learning from Co-Teaching Primary Science Lessons to Peers at University
Author: Hudson, Peter
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Science,Team Teaching,Preservice Teachers,Preservice Teacher Education,Peer Teaching,College Students,Self Disclosure (Individuals),Observation,Theory Practice Relationship,Lesson Plans,Curriculum Implementation,Self Efficacy,Pedagogical Content Knowledge,Questioning Techniques,Integrated Curriculum,Foreign Countries,Statistical Analysis

Universities are challenged continuously in reviews to improve teacher education, which includes providing substantial theory-practice connections for undergraduates. This study investigated second year preservice teachers' (n = 48) self-reported learning as a result of co-teaching primary science to their peers within the university setting. From extended written responses and observations of teaching practice, data indicated learning around the following themes: lesson implementation, content knowledge, teaching strategies, confidence to teach, questioning skills, grade appropriateness of content, time management, and how to critically observe co-teaching. The co-teaching episodes within the university setting were emphasised as a way to build confidence and as development of plausible science lessons for implementation in authentic primary classrooms. Co-teaching primary science to peers scaffolds the development of teaching skills and practices through dual roles as both teachers and student recipients.
The Survey of the Information Literacy among Students and Teachers
Author: Sunaga, Kazuyuki
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Literacy,Student Surveys,Teacher Surveys,Questionnaires,Skill Analysis,Information Skills,Student Educational Objectives,Behavioral Objectives,Higher Education,Foreign Countries

The aim of my study is to research information literacy that university students and school teachers expect to acquire for themselves and to teach their students in Japan. Examining the questionnaire conducted to them, they are willing to acquire skills to identify their task, to read information, and to present the result of task. However, they are unwilling to acquire skills to evaluate the information that they have found, to make a note to be extracted from information resources, and to evaluate the process and performance. It is seemed that they are less interested in the instruction of evaluating information and making a note to their students. In future, as the explosive growth of information are continuing, it will be necessary that people master skills to evaluate information and to make a note.Teachers need to teach to their students not only skills to search and collect information but also skills to evaluate information and to make a note, and methods to evaluate process and performance.
The Impediments Encountered While Learning Mathematics by Eight Grade Students
Author: Erbay, Hatice Nur
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Barriers,Mathematics,Questionnaires,Student Attitudes,Mathematics Teachers,Structured Interviews,Mathematical Concepts,Grade 8

Mathematics is seen by many people as the best way to get a good life and a good career. It is also thought as an assistant to understand life and the world and to produce ideas about them. Therefore, new reform studies are being held to construct a new system that assists students to learn mathematics in a comprehensive way (Dursun &amp; Dede, 2004). The importance of mathematics lessons and how to teach mathematics are increasing because of its potential to develop scientific thinking in accordance with the contemporary conditions and to implement these abilities into students' daily life (Yildiz &amp; Uyanik, 2004). Despite these studies, most of the students perceive mathematics as a difficult lesson and get low grades from mathematics tests. Therefore, the impediments in the mathematics learning process have been seen necessary. The aim of this research is to take the students' opinions about the impediments while learning mathematics. The questionnaire prepared by researchers was given to 8th grade students. In the questionnaire, questions about mathematics lessons, mathematics teachers and mathematics learning process were asked to the students. The questions were edited by the experts' opinions. The impediments in the mathematics learning process were determined with regard to the students' opinions. The results will be presented and based on these results, some recommendations will be given.
Relationship between Social Networks Adoption and Social Intelligence
Author: Gunduz, Semseddin
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Social Networks,Interpersonal Competence,College Graduates,Measures (Individuals),Users (Information),Gender Differences,Usability,Self Concept,Marital Status,Educational Attainment,Likert Scales,Statistical Analysis,Surveys,Foreign Countries

The purpose of this study was to set forth the relationship between the individuals' states to adopt social networks and social intelligence and analyze both concepts according to various variables. Research data were collected from 1145 social network users in the online media by using the Adoption of Social Network Scale and Social Intelligence Scale during the summer, 2015. Status of the participants to adopt social networks was medium, and their social intelligence states were at a high level. There was no relationship between the adoption of social networks and social intelligence states and the gender of the participants. Adoption of social networks and social intelligence levels of university graduates were significantly higher than primary school graduates. Social information process and social skill sub-dimensions located in the Social Intelligence Scale has a significant positive correlation with all sub-dimensions except social impact sub-dimension of Social Networks Adoption Scale (usefulness, ease of use, facilitating conditions, community identity). There is a significant positive relationship between the social network adoption levels of individuals and the level of social intelligence. Social intelligence in general, can explain the 2.25% of social network adoption situation.
Employee Benefit Status from E-Employee Service
Author: Gündüz, Semseddin
Date: 2017-00-00
Type: Journal Articles
Subjects: Occupational Surveys,Automation,Online Systems,Influence of Technology,Internet,Gender Differences,Age Differences,Income,Questionnaires,Likert Scales,Personnel Management,Employment Services,Foreign Countries,Statistical Analysis

The internet is the one of the most important global network and information source in information age. The internet has changed employee's life enormously. The purpose of this study is to clarify the benefitting situations of employees from e-employee services. For this purpose, a 20-item data collection tool, based on the e-employee services put forward by the Information Council Turkey was developed. Maintained measurement tool was applied on 515 employees residing different regions and provinces of Turkey in the 2014 academic year. As a result, it was observed that employees benefitted from social, health and education oriented services of e-employee at &quot;medium frequency&quot;, whereas they &quot;rarely&quot; benefitted from the economic-oriented services of e-employee. It was found that women used e-employee services more than men. 30-year of age and younger people used e-employee services more often than older people. In addition, those who have higher incomes use e-employee services more frequently than those who have medium or low incomes. Those working in education and finance sectors benefit from the e-employee services more often than those in other sectors.
Learning from Errors
Author: Metcalfe, Janet
Date: 2017-01-00
Type: Journal Articles
Subjects: Error Patterns,Error Correction,Feedback (Response),Educational Benefits,Student Evaluation,Learning Processes,Memory,Inferences,Misconceptions,Expectation,Prediction,Problem Solving,Self Esteem,Learning Theories,Personality Traits,Training Methods

Although error avoidance during learning appears to be the rule in American classrooms, laboratory studies suggest that it may be a counterproductive strategy, at least for neurologically typical students. Experimental investigations indicate that errorful learning followed by corrective feedback is beneficial to learning. Interestingly, the beneficial effects are particularly salient when individuals strongly believe that their error is correct: Errors committed with high confidence are corrected more readily than low-confidence errors. Corrective feedback, including analysis of the reasoning leading up to the mistake, is crucial. Aside from the direct benefit to learners, teachers gain valuable information from errors, and error tolerance encourages students' active, exploratory, generative engagement. If the goal is optimal performance in high-stakes situations, it may be worthwhile to allow and even encourage students to commit and correct errors while they are in low-stakes learning situations rather than to assiduously avoid errors at all costs.
How Is the Learning Environment in Physics Lesson with Using 7E Model Teaching Activities
Author: Turgut, Umit
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Environment,Physics,Models,Teaching Methods,Learning Activities,Action Research,Qualitative Research,High Schools,Curriculum Implementation,Observation,Peer Evaluation,Foreign Countries,Semi Structured Interviews,Questionnaires

The aim of this research is to reveal the results in the planning, implementation and evaluation of the process for learning environments to be designed in compliance with 7E learning cycle model in physics lesson. &quot;Action research&quot;, which is a qualitative research pattern, is employed in this research in accordance with the aim of the research. The research was implemented at a public high school in Turkey. The research continued for twelve weeks. Two-hour class periods were included on a weekly basis. Study group of the implementation consists of 52 students attending to two different classrooms. The ages of students vary between 15 and 16. Triangulation method was employed in collection and evaluation of data in order to increase research reliability. Observation, interview and peer assessment were used in this study for process description. It is revealed from the observations that the majority of students perceived the lessons as more pleasing by virtue of the discussions in physics lesson.
Sex Trafficking of Minors: What Schools Need to Know to Recognize and Respond to the Trafficking of Students. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Homeless People,Slavery,Crime,Youth,Adolescents,Violence,Females,Sexuality,Children,Child Abuse,Sexual Abuse,Victims of Crime,At Risk Students,Federal Legislation

This brief provides educators with an overview of the issue of minor sex trafficking and suggests specific steps that schools can take to respond to signs of trafficking among its students. It also offers suggestions for how State Coordinators for Homeless Education and local homeless education liaisons can help guide their states' and school districts' efforts to address trafficking within schools. Youth experiencing homelessness are particularly vulnerable to being targeted for victimization through trafficking; because of this, educators working with homeless and other at-risk students should be well informed about the issue and effective ways to respond within schools. A list of additional resources and recommended reading is included.