ethanporcaro/eric-fulltext-meta huggingface dataset:
Shared Solutions: A Model for Researcher-Practitioner Partnerships
Author: Hill, Kirsten
Date: 2016-00-00
Type: Reports - Research
Subjects: Partnerships in Education,Educational Research,School Districts,Schools of Education,College School Cooperation,Models,Educational Improvement,Management Information Systems,Theory Practice Relationship,Capacity Building,Evidence Based Practice,Outreach Programs,School Community Relationship

The University of Pennsylvania's Graduate School of Education (Penn GSE), and the School District of Philadelphia (SDP), have a researcher-practitioner partnership called &quot;Shared Solutions.&quot; They consider Shared Solutions to be a hybrid of the &quot;place-based research alliances&quot; and &quot;design research teams&quot; described by Coburn et al. (2013). Like a research alliance, they have a formal research data agreement, a shared agenda, and a detailed plan for co-dissemination of findings. They also operate somewhat like a design research team, in that their research agenda includes analyzing data incrementally to identify paths of improvement and then crafting interventions that respond to these findings. In their efforts to build a long-term partnership &quot;focused on investigating questions of policy and practice that are central to the district&quot; (Coburn et al., 2013, p. 4), they have built in activities that create routines to sustain and build the partnership (Penuel, Fishman, Cheng, &amp; Sabelli, 2011). Grounded in lessons from the field (e.g., Bryk, Seabring, Allensworth, Easton, &amp; Luppescu, 2010; Coburn &amp; Stein, 2010), their approach to developing a meaningful, effective, and sustained partnership includes the following key components: (1) establishing working groups; (2) holding regularly scheduled meetings; and (3) establishing a culture of joint decision making. Shared Solutions' research agenda focuses on studying the district's &quot;improving&quot; schools--reform models whose goal is to student academic achievement by providing a productive and safe learning environment, strong leadership, and high-quality curricula and teaching. To study the SDP's school improvement models, Shared Solutions adopted a conceptual framework, based on the work of Anthony Bryk and colleagues (2010), which identifies five essential supports for successful schools--leadership, parent-community ties, professional capacity, school climate, and instruction. Their framework combines Bryk et al's (2010) work with research on school turnaround and reform (e.g., Desimone, 2002; Herman et al., 2008; Herman &amp; Huberman, 2012). Instrument development, and all researcher-practitioner discussions fostered by the partnership were grounded in this jointly adopted framework, which served as a powerful strategy for developing shared interpretations (e.g., Hubbard, 2010).
Using Assessment Data to Guide Math Course Placement of California Middle School Students
Author: Huang, Chun-Wei
Date: 2016-00-00
Type: Reports - Research
Subjects: Middle School Students,Secondary School Mathematics,Mathematics Education,Student Placement,Algebra,Grade 8,Mathematics Achievement,Probability,Standardized Tests,Mathematics Tests,Scores,Diagnostic Tests,Readiness,Regression (Statistics),Accuracy

Middle school math placement and progression are topics that are part of an active policy and practice discussion in California and elsewhere. Beginning in the 2008/09 school year, California's State Board of Education recommended that students complete algebra I by the end of grade 8. Between 2003 and 2009 the proportion of grade 8 students taking algebra I rose from 32 percent to 54 percent (Williams et al., 2011). This increase resulted in a larger percentage of grade 8 students scoring &quot;proficient&quot; or &quot;advanced&quot; (achieving proficiency) on the algebra I California Standards Test (CST; see box 1 for definitions of key terms used in this report) and in a larger number of grade 8 students scoring &quot;far below basic&quot; or &quot;below basic&quot; on the test (Williams et al., 2011). Recent studies show that enrolling in algebra I in grade 8 works well for some students but backfires for others. The consequences of misplacement are most pronounced for students with weaknesses in key foundational areas that support algebra readiness, which frequently translates into difficulty reaching proficiency in higher level math in high school (Finkelstein et al., 2012). One study of California students concludes that placing all grade 8 students in algebra I, regardless of their preparation, sets up many students to fail (Williams et al., 2011). Recent longitudinal analysis of California statewide assessment data suggests that students who do not take algebra I in grade 8 but are successful in general math have a better chance of succeeding in algebra I when they wait until grade 9 (Liang, Heckman, &amp; Abedi, 2012). Tables and figures are appended.
Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case?
Author: du Plessis, Elize
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Inservice Teacher Education,Program Implementation,Educational Policy,Educational Change,National Curriculum,Systems Approach,Qualitative Research,Content Analysis,Semi Structured Interviews,Teaching Experience,Program Effectiveness

Worldwide there is a responsibility of governments to provide learners with quality education to face the challenges of change. Emanating from this challenge, the Department of Basic Education (DBE) in South Africa introduces in the last decade several curriculum changes which impacted on the delivery of quality education for all. This research focuses on the question if the DBE can provide proper in-service training for teachers to comply with the challenges of the implementation of a new national curriculum: Curriculum and Assessment Policy Statement (CAPS). The theoretical framework for this paper is based on systems theory. A qualitative research design will be employed in this paper. A selection of 15 different schools in Gauteng was used as a sample of a bigger population. Data collection consists of document analysis and semi-structured interviews exploring teachers' experiences regarding in-service training towards the implementation of CAPS. Findings revealed that CAPS is implemented prematurely and without proper in-service training. [For complete volume, see ED567118.]
Repercussions of Teaching Training in the Sociology of Work in Mexico
Author: Vasquez-Martinez, Claudio-Rafael
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Labor Market,Urban Areas,Neoliberalism,Unemployment,Migration,Poverty,Sociology,Trend Analysis,Job Security,Employment Potential,Economic Development,Labor Supply,Education,Labor Conditions,Training

The labour markets in Mexico are characterised by uncertainty in terms of the lack of work contracts social protection, unemployment, high level of self-employed workers independently and micro-businesses, low income levels, the involuntary part-time working and low levels of unionisation. They all indicate that the labour situation currently reflects many deficiencies in the urban labour markets of Mexico. Over the two last decades, modest periods of growth and crises have taken place within a strategy of neoliberal development that promotes increased exports and foreign economic investment. Rates of unemployment have stayed low, with the exception of the devaluation crisis of 1995, but our labour markets continue to display very marked weaknesses with regard to occupations and jobs with reasonable income and other suitable conditions of work. [For complete volume, see ED567118.]
Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical &quot;The Green Crystal&quot;
Author: Potgieter, Amanda S.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Daily Living Skills,Theater Arts,Constructivism (Learning),Hermeneutics,Phenomenology,Teaching Methods,Conventional Instruction,Comparative Analysis,Social Justice,Talent Identification,Talent Development,Interpersonal Competence,Interpersonal Relationship,Student Responsibility,Trust (Psychology),Instructional Effectiveness,Developing Nations,Foreign Countries

This paper reports on how participation in a secondary school musical production, within a life skills education programme, may contribute curricularly and pedagogically towards equipping learners for meaningful, successful living in a rapidly transforming society. Using the life skills curriculum for the subject Life Orientation, and employing constructivist hermeneutic phenomenology, I compared the dialogic educative space offered by a musical production with that of an ordinary secondary school classroom context. This comparative study suggests that secondary school musicals, as holograms of life and reality may, curricularly as well as pedagogically, be understood as practice grounds for life skills attainment (including social justice), whereas traditional classroom practice perpetuates monologism. The musical provides a space for discovering and exercising human talents, social interaction, co-responsibility, mutual and reciprocal trust and knowledge and meaning-making whereas the traditional classroom no longer seems to be able to provide a nurturing and safe practice ground for life skills. [For complete volume, see ED567118.]
From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996
Author: Rouk, Vadim
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Curriculum Development,Educational Change,Educational Development,Educational History,National Curriculum,Politics of Education,Social Change

The aim of the paper is to research the important process of the history of the educational development of Estonia, the reform of the national school curriculum which began after the teacher's congress in 1987 and ended in 1996 when government approved the document. That reform was carried out in the context of thoroughgoing and dramatic historical changes that deeply affected the whole Estonian society. The distinctive features of the Estonian model of general education became more visible with the nascent space for liberalization caused by the Gorbachev's &quot;perestroika&quot; in the Soviet Union in the middle 1980s. Although Estonians already had certain autonomy to teach and learn in Estonian and use Estonian textbooks, it was just after the collapse of the Soviet system that abolished Soviet traces in the framework of the Estonian school curriculum. [For complete volume, see ED567118.]
Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum
Author: Ngwaru, Cathrine
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Curriculum Implementation,Preservice Teachers,Student Teaching,Mixed Methods Research,Questionnaires,Interviews,Content Analysis,Focus Groups,Knowledge Base for Teaching,English Instruction,Barriers,Language Proficiency,Elementary School Curriculum,Language of Instruction,Student Teacher Attitudes,Foreign Countries

Pre-service teachers in Zimbabwe face a number of challenges on their Teaching Practice (TP) usually because a second language (English) is the language of education. Challenges and experiences articulated by pre-service student teachers on TP therefore provide a strategic window into the practices of novice teachers. This study uses a concurrent mixed approach to examine the challenges faced by B.Ed. pre-service (Primary) student teachers in implementing the English as a second language (ESL) curriculum. Questionnaire, interviews, document analysis and focus group discussions were utilised. The study is based on Shulman's (1987) teacher knowledge framework to identify the worthwhile knowledges for teachers and Cummins's (2000) views on academic proficiency to establish what the ESL curriculum should entail for teachers to effectively manage classroom pedagogy. The teacher knowledge framework postulates that teacher professional competence can be viewed from seven interrelated knowledge strands. This study uses three most pertinent namely -- content, pedagogical and curriculum knowledge. Results of the study showed that student teachers face a lot of challenges in teaching ESL and that those challenges can be mediated by the adoption of critical developmental pedagogies that recognize teachers and learners' linguistic competencies as in need of support. [For complete volume, see ED567118.]
Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective
Author: Taukeni, Simon
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Student Needs,Access to Education,Children,Grants,Family Structure,Literature Reviews,Fees,Government Role,Foster Care,Barriers,Poverty,Financial Support,Comparative Analysis

In this comparative paper we interrogate the access of social grants to meet orphan children school needs in Namibia and South Africa. We noted that the two governments are committed to provide orphan children with social grants to enable them to meet the school needs. However, accessing social grant to benefit most vulnerable orphan children raised many questions than answers in the recent times. We reviewed published and unpublished documents to examine the access of social grant to orphan children in both Namibia and South Africa. We discuss how orphan children access the social grants and the challenges facing them and their caregivers to meet their school needs such as paying school fees. [For complete volume, see ED567118.]
Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand
Author: Potgieter, Ferdinand J.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Religious Education,Social Attitudes,Individual Differences,State Church Separation,Trust (Psychology),Religious Discrimination,Comparative Education,Conflict

This paper investigates religion education (RE) in Mexico and Thailand -- two countries from different parts of the world with vastly different populations and cultures. We wanted to learn whether they had tackled similar problems regarding the provision of RE in their schools, particularly with respect to the matter of tolerance in diverse societies, and in which ways the solutions they came up with agree with or differ from each other. We assumed that people are the same the world over, and that their problems regarding the provision of RE in schools and the quest for (inter)religious tolerance might, depending on the prevailing local and historical circumstances, be roughly the same. The paper presents and discusses some of the parallels, resemblances and differences with respect to RE and the issue of (inter)religious tolerance. It ends by tentatively advancing the following four stages of state-church relations that could help us understand (inter)religious tolerance in education: state-church tension and disagreement, state-church mistrust, state-church truce, and recognising the need for religious tolerance. [For complete volume, see ED567118.]
Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society
Author: Guerra-Treviño, Marta Elena
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Adult Reading Programs,Reading Comprehension,Spanish Speaking,English (Second Language),Teaching Experience,Reading Strategies,Second Language Instruction,Minimum Competencies

This paper presents several &quot;tips&quot; for Spanish speaking adults who start a reading comprehension course in English. The document is the product of my twenty-five years of experience as a language teacher. By using these practical pieces of advice, learners understand the differences between English and their own language, are able read, and to produce their personal reading strategies in order to succeed when reading English texts, and simultaneously, they feel their learning stress is diminished. By making the necessary adjustments, these reading hints may be applied to different languages especially Romance language teachers, who may create their own version to help students in their reading task. [For complete volume, see ED567118.]
Comparative Study of Learning Styles in Higher Education Students from the Hidalgo State Autonomous University, in Mexico
Author: Canales Rodríguez, Emma Leticia
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Comparative Analysis,Cognitive Style,Higher Education,College Students,Majors (Students),Education Majors,Legal Education (Professions),Measures (Individuals),Experiential Learning,Statistical Analysis

This is a study on learning styles based on the Kolb model (1984). It was conducted on a sample of Mexican higher education students, to develop a picture of their learning styles at three different stages during their studies. The intention was to determine whether there were differences between students majoring in educational sciences and law, during the initial, intermediate and final semesters. The sample included 212 students aged 18 to 25 years from the Hidalgo State Autonomous University. All students responded to the Kolb Learning Style Inventory and a demographics questionnaire. The paper presents this research project's first results. There were differences found in learning styles across programs and semesters. Results are discussed from the Kolb approach on experiential learning. [For complete volume, see ED567118.]
Towards Understanding Different Faces of School Violence in Different &quot;Worlds&quot; of One Country
Author: Jacobs, Lynette
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Violence,Student Experience,Secondary School Students,Student Attitudes,Student Surveys,Victims,Statistical Analysis,Educational Environment,School Size,Rural Schools,Urban Schools,Statistical Significance,Advantaged,Disadvantaged Schools,Racial Composition

The legacy of South Africa's destructive history is still evident in the different worlds in which South Africans live. Quality education is compromised by violence occurring in schools and role-players must face school violence and take steps to deal with it. This can only be done if school violence is deeply understood within the various school contexts of a diverse country such as South Africa. Towards this insight a survey was conducted in 11 secondary schools from 3 provinces. The aim of this study was to understand school violence through the experiences of learners as victims and onlookers, taking into account various contextual factors within which the South African school system functions. An international questionnaire, adapted for the South African context, was administered to a non-probability sample of 690 learners. Results refute stereotypical thinking about so-called vulnerable schools, but confirm findings from other studies that large schools, in particular, are susceptible to school violence. The study indicated that both learners and staff members alike are guilty of school violence. A bibliography is included. [For complete volume, see ED567118.]
Theory in Educational Research and Practice in Teacher Education
Author: Higgs, Leonie G.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Educational Theories,Misconceptions,Teacher Attitudes,Educational Practices,Online Surveys,Relevance (Education),Preservice Teacher Education,Teacher Educators,Foreign Countries

A problem in education, that has long concerned philosophers of education, is the problem of the relationship between theory and practice in educational research and practice. Despite the fact that much has been written on the relationship between theory and practice in education, it would seem that teachers continue to cling to an image of theory as incomprehensible &quot;jargon&quot; that has nothing to do with their everyday problems and concerns. This paper sets out to address this misconception by discussing the views of lecturers involved in teacher education on the place of theory in educational research and practice in teacher education. [For complete volume, see ED567118.]
The Teaching Profession as Seen by Pre-Service Teachers: A Comparison Study of Israel and Turkey
Author: Markovits, Zvia
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Educational Attitudes,Teaching (Occupation),Comparative Education,Questionnaires,Career Choice,Professional Recognition,Teacher Salaries,Working Hours,Satisfaction,Beliefs,Comparative Analysis

608 pre-service teachers from Israel and from Turkey, in their first year and in their fourth (and last) year of study, were asked to complete a questionnaire in order to explore the reasons that led them to choose teaching as their career and to reveal their beliefs regarding several aspects of the status of the teaching profession. Results show some similarities as well as some differences between pre-service teachers in Israel and Turkey as well as between first year and fourth year pre-service teachers in both countries. [For complete volume, see ED567118.]
Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements
Author: García, Amelia Molina
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Competition,Equal Education,Ability Identification,Academic Ability,Academic Achievement,Teaching Conditions,Rural Areas,Educational Environment,Disadvantaged Environment,Position Papers,Teaching Experience,Observation,Context Effect,Minimum Competencies,Foreign Countries

As a starting point, this paper raises various questions to explain the teaching conditions that exist in rural communities and the learning conditions faced by children assigned to the rural community education mode. Equity and competitiveness are the conceptual axis used in the descriptive construction a documentary analysis and my personal experience in Rural Communitarian Educational programs are the methodological strategies used to present this work. [For complete volume, see ED567118.]
Educational Achievement as Defining Factor in Social Stratification in Contemporary Spain
Author: Colmenero, Manuel Jacinto Roblizo
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Academic Achievement,Social Stratification,Educational Sociology,Parent Background,Parent Influence,Social Mobility,Public Opinion,Surveys,Professional Development,Cultural Capital,Cultural Background,Educational Attainment,Labor Market

One especially relevant key theme in Sociology of Education is to what extent parents' cultural level has significant implications in students' educational achievement and, as a consequence, in the social mobility inherently linked to level of education and professional training. In order to investigate this aspect on current Spanish society, our purpose has been to make an analysis based on data coming from public opinion surveys carried out by major sociological and statistical Spanish institutions. Since recently, these data are freely available to researchers, what makes possible the access to viewpoints of large samples of respondents. In short, with a view in the two-generation transit throughout the Spanish educational system, we will observe the validity of patterns of social and cultural inequality still influencing -though not determining- the educational achievement of Spanish population and, therefore, its professional development. [For complete volume, see ED567118.]