ethanporcaro/eric-fulltext-meta huggingface dataset:
Assistive Technology: Annotated Bibliography
Author: Clark, Kelly A.
Date: 2016-00-00
Type: Reference Materials - Bibliographies
Subjects: Assistive Technology,Secondary School Students,Transitional Programs,Students with Disabilities,Postsecondary Education,College Readiness,Career Readiness,Job Skills,Independent Living,Augmentative and Alternative Communication,Planning

The purpose of this annotated bibliography is to summarize relevant research and Internet resources to update families, special education professionals, and researchers on what is currently known related to assistive technology and secondary transition procedures. Information is provided on the following topics: (1) assistive technology and transition; (2) assistive technology and postsecondary education; (3) assistive technology and employment; (4) assistive technology and independent living; and (5) Augmentative and Alternative Communication (AAC) and transition. Finally, additional resources on the topic are provided. [This document was originally prepared by Kelly Kelley, NSTTAC, 2009.]
Professional Development for Transition: Annotated Bibliography
Author: Morningstar, Mary E.
Date: 2017-00-00
Type: Reference Materials - Bibliographies
Subjects: Faculty Development,Models,Program Design,Professional Development,Transitional Programs,Course Content,Active Learning,Teamwork,Teacher Participation,Sustainability,Secondary School Teachers,Special Education Teachers

The purpose of this annotated bibliography is to summarize relevant research to update practitioners and professional development (PD) providers about designing effective and impactful professional development models. Few studies were found specific to transition professional development; therefore, this bibliography includes a wider review of PD models, limiting the review to studies illustrating the five essential features of PD within education. Given that PD is multifaceted, many of the PD interventions incorporate multiple elements. This paper summarizes four studies in the area of transition-focused education, followed by 14 studies of professional development across a range of educational practices.
Transition Planning for Adjudicated Youth: Annotated Bibliography. Updated
Author: Ennis, Robin Parks
Date: 2017-00-00
Type: Reference Materials - Bibliographies
Subjects: Transitional Programs,Institutionalized Persons,Correctional Institutions,Juvenile Justice,Adolescents,Young Adults,Prevention,Disabilities,Individual Characteristics,Planning

Youth who have been adjudicated face the unique challenge of transitioning from facility to community while also transitioning from adolescence to adulthood. Although many juvenile justice facilities seek to provide effective transition and aftercare services, researchers have demonstrated high levels of recidivism among formerly incarcerated youth. Because of these high levels, many researchers are seeking to identify aftercare programs that can be implemented with fidelity to reduce recidivism rates. Further, many incarcerated youth have disabilities and are eligible for special education services under IDEA (2004). The purpose of this annotated bibliography is to provide a listing of articles, reports, and other resources published since 1984 examining the issue of transition of youth ages 11-26 from the juvenile justice system. Resources in the bibliography are divided into five categories: (1) Overview of Issues; (2) Promoting Successful Community Transitions; (3) Preventing Recidivism; (4) Youth with Disabilities; and (5) Additional Resources.
Use of Improvised Experiment Materials to Improve Teacher Training College Students&apos; Achievements in Physics, Rwanda
Author: Ndihokubwayo, Kizito
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Schools of Education,College Students,Science Achievement,Physics,Hands on Science,Science Instruction,Instructional Effectiveness,Science Experiments,Science Materials,Laboratory Equipment,Instructional Materials,Science Equipment

The aim of this study was to investigate the extent to which the making and use of improvised experiment materials contribute to students' achievement in Physics. The study used experimental research design and involved students from two Teacher Training Colleges in Rwanda. To conduct this study, a pre-test was given to students. Then, two groups were randomly constituted; the treatment group and the observation group. As intervention, the treatment group was taught using local hands-on materials to supplement the chalk and talk traditional teaching method. At the end of the experimental period, a post-test was conducted to ascertain the contribution of making and use of improvised hands-on materials. Using multivariate analysis of variance, it was found that there was no statistically significant difference between teaching using improvised materials or not. However, reference made to the Bloom's cognitive taxonomy domain, item questions related to analysis have shown a statistically significant difference (p=0.043 &lt; 0.05) when improvised experiment materials are used in science lesson.
Evaluating a Didactic Strategy to Promote Atomic Models Learning in High School Students through Hake&apos;s Method
Author: Salazar R., Emanuel
Date: 2019-05-00
Type: Journal Articles
Subjects: Models,High School Students,Constructivism (Learning),Chemistry,Science Instruction,Scientific and Technical Information,Secondary School Science,Pretests Posttests,Student Attitudes,Nuclear Physics,Scientific Attitudes,Science Interests,Student Interests

The didactic sequence relates atomic structure concepts (matter structure) with the different models that have been proposed to improve its study, making use of didactic elements that are related to students' reality where they become responsible of constructing knowledge by means of significant learning. Results were analyzed with Hake's gain factor, which show that there has been a significant change in students' performance, improving their attitude and interest towards the topic.
Quick Guide: Preparing Students for Competitive Integrated Employment
Author: Rowe, Dawn A.
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Disabilities,Federal Legislation,Labor Force Development,Labor Legislation,Vocational Rehabilitation,Job Training,Young Adults,Employment Programs,Transitional Programs,Supported Employment,Youth Employment,Information Sources,Web Sites,Career Counseling

The Rehabilitation Act of 1973, as amended by Title IV of the Workforce Investment Opportunities Act (WIOA) of 2014, defines Competitive Integrated Employment as, &quot;work that is performed on a full-time or part-time basis for which an individuals is: (a) compensated at or above minimum wage or commensurate with individuals without disabilities performing similar duties and with similar training and experience, (b) eligible for the level of benefits provided to other employees, (c) at a location where the employee interacts with other individuals without disabilities, and (d) presented opportunities for advancement similar to other employees without disabilities in similar positions.&quot; As families, schools, Vocational Rehabilitation (VR) agencies and other partners plan and engage in transition planning with students, it is important to understand that employment looks different for each student. Competitive integrated employment options should be individualized and align with a students' interests, preferences, skills, and support needs; and with the labor market needs of businesses. By making the connection between students' interests skills, and preferences and business needs, good job matches can be brokered so employment is a mutually beneficial outcome for both the student and business. Empowering students to determine, plan for, and receive appropriate workforce supports is key to a student being successful in competitive integrated employment. Research has found that youth and their families who collaborate with educators, local agency personnel, and businesses are more likely to be employed as adults. Perhaps more interestingly, the nature of the support provided to the student on and off the job determined the difference between a successful job placement and an unsuccessful one. Collaboration among partners working with the student is important and can lead to the desired outcome of competitive integrated employment after high school. This report provides links to web sites offering primary resources for employment preparation and supports needed to prepare youth for competitive integrated employment. This includes links to resources applicable to youth and young adults; families of young adults with disabilities; administrators; school-level practitioners; and vocational rehabilitation counselors. Lastly, a list of organizations and their web sites relevant to secondary education is provided.
Analysis of School Finances in New York State School Districts, 2015-16
Author: New York State Education Department
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Educational Finance,School Districts,Expenditures,State Aid,Expenditure per Student,Elementary Secondary Education,Public Schools,Income,Operating Expenses,Tax Rates

The &quot;Analysis of School Finances in New York State School Districts&quot; is an annual publication providing a meaningful perspective to staff in the Division of the Budget, the Legislature, the Education Department, and school officials concerning school expenditures, State Aid, and local support. This edition of the Analysis summarizes the finances of the 674 major school districts in school year 2015-16, as well as public school expenditures and State Aid since 1997-98. In summarizing school district expenditures, the Analysis compares various percentiles of operating expenditures per pupil and describes the magnitude of the disparity in approved operating expenditures per pupil between districts in the 10th and 90th percentiles for each year. Decile tables ranked by wealth, expenditure per pupil, and need/resource index are also included. These decile tables provide comparisons of school districts' expenditures per pupil, tax rates, and wealth per pupil. Another feature of the Analysis is its presentation of five-year trend data on full value, expenditures, State Aid, tax rates, and local revenue. These items are displayed on a per pupil basis for the entire State, New York City and the rest of State (school districts outside New York City). [This report was produced by the New York State Education Department's Fiscal Analysis and Research Unit. For the 2014-15 report, see ED579674.]
Analysis of School Finances in New York State School Districts, 2016-17
Author: New York State Education Department
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Educational Finance,School Districts,Expenditures,State Aid,Expenditure per Student,Elementary Secondary Education,Public Schools,Income,Operating Expenses,Tax Rates

The &quot;Analysis of School Finances in New York State School Districts&quot; is an annual publication providing a meaningful perspective to staff in the Division of the Budget, the Legislature, the Education Department, and school officials concerning school expenditures, State Aid, and local support. This edition of the Analysis summarizes the finances of the 674 major school districts in school year 2016-17, as well as public school expenditures and State Aid since 1998-99. In summarizing school district expenditures, the Analysis compares various percentiles of operating expenditures per pupil and describes the magnitude of the disparity in approved operating expenditures per pupil between districts in the 10th and 90th percentiles for each year. Decile tables ranked by wealth, expenditure per pupil, and need/resource index are also included. These decile tables provide comparisons of school districts' expenditures per pupil, tax rates, and wealth per pupil. Another feature of the Analysis is its presentation of five-year trend data on full value, expenditures, State Aid, tax rates, and local revenue. These items are displayed on a per pupil basis for the entire State, New York City, and the rest of State (school districts outside New York City). [This report was produced by the New York State Education Department's Fiscal Analysis and Research Unit. For the 2015-16 report, see ED595357.]
The Development of Caring Thinking Skills Inventory Based on Problem Scenarios: A Study of Validation and Reliability
Author: Uluçinar, Ufuk
Date: 2019-00-00
Type: Journal Articles
Subjects: Caring,Thinking Skills,Test Validity,Test Reliability,Middle School Students,Critical Thinking,Creative Thinking,Foreign Countries,Taxonomy,Affective Measures,Vignettes,Grade 7

Caring thinking as a higher order thinking type has both cognitive and affective components, as Lipman stated. Attributed as thinking depending on affects, emotion, the heart, beliefs, it is associated with the processes of Krathwohl's affective domain taxonomy. In this study, therefore, it was aimed to develop an inventory of caring thinking skills towards middle school students, which was designed by and grounded on Krathwohl's taxonomy. For the inventory, the processes of sequential exploratory mixed design were employed in this study. The caring thinking skills inventory accounts for 20 problem scenarios, which have 5 options, and 100 items. The lowest point is 20, and the highest point is 100. Giving an answer is quite easy. The degree to what students think caringly can be measured using an answer key which rating of items ranging from 1 to 5 in each scenario. The inventory designed and developed to understand if caring thinking is a measurable and improvable skill and whether it is valid and reliable data collection instrument as a result of respectively, qualitative and quantitative studies performed. It is recommended that the inventory should be used in measuring students' affective behaviors, dispositions, and skills toward real world experiences.
What Is the Place of Conferences in the Training of Educators: A Case Study of Faculty of Education, METU
Author: Salman, Melih N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Case Studies,Schools of Education,Foreign Countries,Preservice Teachers,Preservice Teacher Education,Teacher Educators,Faculty Development,Seminars,Leadership Training

Teacher training and education is a very difficult and demanding process. Training qualified and elite teachers require even greater efforts. Today, training qualified and elite teachers cannot be achieved only by implementing the curricula to the letter. Curricula must be constantly supported with programs such as high level seminars, symposiums, workshops, etc. The aim of this study was to investigate the impact of such activities on the professional development of students. As part of a project called 'Community Leaders Are Coming' (CLC) conducted in cooperation between the Dean's Office of the Faculty of Education of Middle East Technical University (METU) and Çankaya Rotary Club, a series of seminars on education, science, arts, painting, music and sports were held in the past six weeks. In the seminars, 14 high level speakers specialised in their respective areas offered a total of 41 hours training that included visits to historical sites, opera and ballet performances, leadership training and practices. 136 students in the faculty of education joined the project, and 60 of them received a certificate after evaluations. Following the seminars, a 5-point Likert type questionnaire with 30 questions was administered to the participants to assess the project. The Cronbach's alpha internal consistency coefficient for the questionnaire was 0.82. To analyse the data, the study used descriptive statistics, the Mann-Whitney U test and Kruskal Wallis test. The study found that the prospective teachers achieved significant professional learning outcomes through such activities and hoped that these programs would continue while they all agreed similar programs should be held also for students in other education faculties.
Scaling Success: Lessons from the ASAP Expansion at Bronx Community College. CCRC Research Brief
Author: Cormier, Maria
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Success,Community Colleges,Two Year College Students,Associate Degrees,Time to Degree,Graduation Rate,Enrollment,Academic Advising,Faculty Advisers

The City University of New York's (CUNY) Accelerated Study in Associate Programs (ASAP) provides wraparound services for eligible students, including financial, academic, and personal support. First piloted in 2007, ASAP has been shown to substantially increase three-year completion rates at CUNY's community colleges. To build on the program's early success, in 2011 CUNY began an initiative to expand its ASAP enrollment from around 1,300 students to 25,000 students in the 2018-19 academic year. CUNY selected Bronx Community College (BCC) for an especially ambitious project: BCC would become an &quot;ASAP college,&quot; increasing its program enrollment to around 5,000 students, or half of its student population, by 2018-19. This brief examines the expansion of ASAP and how the program was adapted in the process, using BCC as an illustrative case study. It highlights three implementation priorities underlying the expansion of ASAP at BCC for which adaptations were necessary: (1) meeting enrollment targets; (2) maintaining the student-advisor relationship component of ASAP; and (3) staffing the program at scale. The brief documents how student recruitment and registration processes, advising and advisor training, and program staffing were adapted to meet these priorities. [Funding for this research was provided by The Carroll and Milton Petrie Foundation.]
Writing
Author: McNamara, Danielle S.
Date: 2019-00-00
Type: Information Analyses
Subjects: Writing (Composition),Writing Processes,Writing Research,Educational Research,Cognitive Processes,Writing Instruction,Writing Strategies,Writing Evaluation,Feedback (Response),Collaborative Writing,Writing Improvement,Memory,Motivation,Self Efficacy,Social Environment,Mass Media Effects

Writing is a crucial means of communicating with others and thus vital to success and survival in modern society. This article provides an overview of recent research and key findings about writing, including the roles of cognitive and social processes during writing, and educational research on how to improve writing proficiency. Writing processes rely on virtually all aspects of cognition (e.g., working memory, motivation, affect, self-regulation, prior knowledge, problem solving) and are naturally embedded in social contexts. Social factors include writers' objectives, audience, genre, and mode of writing. For example, the increased use of the Internet has rendered writing for informal purposes more frequent and writing mechanics (e.g., deleting, spell checking) and search for information more efficient. Research on educational interventions to improve writing points to the importance of providing students with instruction and practice using writing strategies, writing practice with feedback (e.g., instructor, automated), and collaborative writing (including peer feedback). The authors recommend that more time be devoted to writing instruction, the need for technology to support teachers and students, and a need for increased funding to support teachers in their efforts to providing writing instruction. Given the inherent complexity of writing, it is important to help students learn how to write across various situations and demands. Therefore, it is vital that students are taught how to write across various situations with varying purposes and demands. This necessitates reading many types of text genres (e.g., narrative vs. informational writing), writing frequently, and revising based on feedback. Over the past two decades, there has been a substantial increase in research on writing processes, including methods to improve writing. However, there remains a substantial need for additional experimental work to understand writing processes as well as more evidence on which types of interventions are most beneficial in helping students to improve their writing. Feedback from both &quot;cognitive&quot; and &quot;sociocultural&quot; researchers should inform future revisions of the standardized guidelines and assessments with the long-term goal of developing a clearly defined set of standards for academic excellence in writing.
Investigating the Status and Barriers of Science Laboratory Activities in Rwandan Teacher Training Colleges towards Improvisation Practice
Author: Ndihokubwayo, Kizito
Date: 2017-00-00
Type: Journal Articles
Subjects: Creative Activities,Barriers,Science Teachers,Laboratory Experiments,Teacher Education Programs,Science Instruction,Teacher Attitudes,Foreign Countries,Hands on Science,Learning Activities,Principals,Administrator Attitudes,Time Management,Teaching Methods,Worksheets,Elementary School Teachers

This study aims at investigating the barriers encountered by science teachers in laboratory activities in Rwandan teacher training colleges (TTCs) using questionnaires and interviews. The results confirmed that teachers face barriers like time limitation, material scarcity and lack of improvising skills in their everyday science teaching life. About 95% of teachers who teach in schools with laboratories and only 5% of their peers at schools without laboratory show enough awareness on science laboratory activities. However, in terms of the importance of laboratory experiment and improvisation approach, students had the similar responses in all the investigated schools.
Teachers&apos; Training College Learners&apos; Expectations for Their Future Teaching Career
Author: Ndihokubwayo, Kizito
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Preservice Teachers,Expectation,Student Attitudes,Curriculum,Lesson Plans,Teaching Skills,College Graduates,Teacher Attitudes,Teaching Methods,Experiential Learning,Motivation,Persistence,Elementary Education

Rwanda embarked on a new curriculum based-competences in 2015. It is in this regards the Rwanda Education Board has continuously trained its counterparts in all areas of education. The present study intends to describe how teachers' training college leavers' support and are ready to implement this curriculum towards their students' career teaching. The study used qualitative and group discussion research approach and method respectively to design and gather its data. The study found a relationship between mastering the new curriculum and preparation of lesson plan and teaching activities as input towards achieving a career teaching path skilful teachers needed by the Rwandan society. The study shows that this framework is expected to be reflected by teachers. It also shows how Rwandan student-teachers are likely to be motivated to change toward producing competent students at all levels in the global market.