ethanporcaro/eric-fulltext-meta huggingface dataset:
21st Century Skills Map: The Arts
Author: Dean, Colleen
Date: 2010-07-00
Type: Guides - General
Subjects: Core Curriculum,Art Education,Visual Arts,Dance Education,Music Education,Theater Arts,Skill Development,Cooperation,Creativity,Innovation,Information Literacy,Media Literacy,Computer Literacy,Interpersonal Competence,Productivity,Accountability,Leadership,Interpersonal Communication,Communication Skills,Interdisciplinary Approach

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of the Arts.
21st Century Skills Map: Geography
Author: Partnership for 21st Century Skills
Date: 2009-05-00
Type: Guides - General
Subjects: Core Curriculum,Geography,Social Studies,Skill Development,Critical Thinking,Problem Solving,Cooperation,Creativity,Innovation,Information Literacy,Media Literacy,Computer Literacy,Interpersonal Competence,Productivity,Accountability,Leadership,Interpersonal Communication,Communication Skills,Cultural Pluralism,Responsibility,Interdisciplinary Approach

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of Geography.
21st Century Skills Map: English
Author: Partnership for 21st Century Skills
Date: 2008-11-00
Type: Guides - General
Subjects: English,Language Arts,Academic Standards,Interdisciplinary Approach,Skill Development,Grade 4,Grade 8,Grade 12,Creativity,Innovation,Critical Thinking,Problem Solving,Communication Skills,Cooperation,Information Literacy,Media Literacy,Computer Literacy,Holistic Approach,Interpersonal Competence,Cultural Pluralism,Productivity,Accountability,Responsibility,Leadership

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of English.
Using Local Matching to Improve Estimates of Program Impact: Evidence from Project STAR
Author: Jones, Nathan
Date: 2011-00-00
Type: Reports - Research
Subjects: Matched Groups,Control Groups,Scores,Computation,Context Effect,Small Classes,Class Size,Academic Achievement,Evidence,Data Analysis,Geographic Location,Census Figures

In this study the authors test whether matching using intact local groups improves causal estimates over those produced using propensity score matching at the student level. Like the recent analysis of Wilde and Hollister (2007), they draw on data from Project STAR to estimate the effect of small class sizes on student achievement. They propose a strategy for intact group matching in which they match treatment cases to control cases in other schools. A secondary goal of this analysis is to determine whether the use of geographic covariates (including latitude and longitude, as well as Census variables) improve the quality of matches over the use of student, teacher, and school covariates alone. They hypothesize that by incorporating physical distance into their matching, they will increase their likelihood of finding maximally similar comparison classrooms.
The Role of Pretest and Proxy-Pretest Measures of the Outcome for Removing Selection Bias in Observational Studies
Author: Hallberg, Kelly
Date: 2011-00-00
Type: Reports - Research
Subjects: Educational Research,Research Methodology,Observation,Pretests Posttests,Role,Statistical Analysis,Selection,Bias,Case Studies

The purpose of this paper is threefold. The first is to test whether the pretest plays a greater role in bias reduction than any other single covariate, which the authors predict it will. The second is to examine the marginal improvement in bias reduction offered by having two pretest measurement waves. The authors predict that there will be some marginal gain in bias reduction as a result of including an additional pretest wave. The third purpose is to examine the extent to which a proxy pretest measure can substitute for a real pretest whose form is invariant between pretest and posttest. (Contains 3 tables.)
Matching Strategies for Observational Data with Multilevel Structure
Author: Steiner, Peter M.
Date: 2011-00-00
Type: Reports - Research
Subjects: Educational Research,Research Methodology,Observation,Causal Models,Inferences,Matched Groups,Statistical Bias,Data,Difficulty Level,Students

Given the different possibilities of matching in the context of multilevel data and the lack of research on corresponding matching strategies, the author investigates two main research questions. The first research question investigates the advantages and disadvantages of different matching strategies that can be pursued with multilevel data structures. The goal is first to outline possible matching strategies and then to identify an optimal matching strategy for different treatment selection scenarios. In following Hong & Raudenbush (2006), theoretical foundations are discussed within the Rubin Causal Model framework and its potential outcomes notation (Rubin, 1974). The second research question focuses on the matching of students in more detail. For hierarchical data structures, theoretical considerations and preliminary simulation results clearly indicate that matching approaches for causal inference need to reflect the (multilevel) selection process. If matching does not reflect the selection process that actually took place biased treatment effect may result. If selection takes place at the student level (within schools) one should match students within school. Matching students between schools may result in biased treatment effects. However, if treatment and control students cannot be matched within schools, matching students between schools might still be considered but stronger assumptions are required. If treatment selection takes place at the school level an individual-student matching is not necessarily required.
How Can Comparison Groups Strengthen Regression Discontinuity Designs?
Author: Wing, Coady
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Educational Research,Research Design,Inferences,Scores,Comparative Testing,Data,Control Groups,Regression (Statistics)

In this paper, the authors examine some of the ways that different types of non-equivalent comparison groups can be used to strengthen causal inferences based on regression discontinuity design (RDD). First, they consider a design that incorporates pre-test data on assignment scores and outcomes that were collected either before the treatment became available or before the practice of assigning treatments based on a cut-off score began. The idea is to use these pre-test data to establish a baseline estimate of the relationship between the outcome variable and the assignment variable. Second, they evaluate a design that incorporates data on the assignment scores and outcomes of a single contemporaneous comparison group of units that are always ineligible for treatment. Here the idea is to establish baseline differences in the relationship between outcomes and assignment scores that prevail in the RD group and the comparison group. Third, they consider how unit level and group level covariates might be used to form an optimal control group from a pool of several candidate control groups. They explore how various methods of matching and reweighting can be used to construct a control group in which the functional relationship between the outcome and the assignment score closely resembles the relationship that prevails in the RD sample below the assignment cut-off value. In all three cases, they evaluate the statistical and behavioral assumptions that are required or the comparison group augmented RDD to produce unbiased estimates of specific treatment effects of interest. They also compare the assumptions required to extrapolate from the cut-off subpopulation to other sub-populations in the augmented RDD with the assumptions required to extrapolate from standard RDD.
The Impact of Teacher Education Programs on In-Service Teachers in China and USA
Author: Tanase, Madalina Florentina
Date: 2011-02-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teacher Education Programs,Program Effectiveness,Foreign Countries,Teacher Attitudes,Teaching Methods,Inservice Teacher Education,Comparative Education,Beliefs,Educational Strategies,Educational Practices,Use Studies,Interviews,Educational Philosophy,Theory Practice Relationship,English (Second Language)

Beliefs about knowledge, learning and teaching are assumed to impact teachers' practice (Brownlee, 2004; N. Entwistle, Skinner, D. Entwistle, &amp; Orr, 2000). A change of beliefs is an important step for teacher learning, but it is often seen as difficult if not impossible (Cooney, Shealy, &amp; Arvold, 1998). This study investigated the impact some teacher education programs from China and the USA had on the teachers' beliefs and teaching strategies and how these teachers integrated the acquired knowledge and teaching strategies in their practice. Researchers were particularly interested in investigating teachers' ability and willingness to use the strategies congruent with constructivist learning theory in their classrooms. (Contains 1 table.)
Making Connections: Values, Challenges and Successes in the Implementation of Eportfolios in Teacher Education at a Community College in New York City
Author: Jean-Yves, Plaisir
Date: 2011-02-00
Type: Journal Articles
Subjects: Community Colleges,Technology Integration,Educational Technology,Portfolios (Background Materials),Program Implementation,Program Effectiveness,Values,Preservice Teacher Education,Early Childhood Education,Curriculum Implementation,Reflection,Program Descriptions,Computer Uses in Education

This paper triangulates perspectives on reflective pedagogy (Yancey, 2009), integrative learning (Eynon, 2009) and technology integration into learning and teaching (Wenzlaff, 1998) in order to connect the dots among a set of values, challenges and opportunities that concomitantly emerge from using eportfolios (electronic portfolios) in teacher education at BMCC (Borough of Manhattan Community College) in New York City. The aim of this paper is to share insights that could help to inform and encourage best practices across community colleges and other higher education institutions.
Learning for Vocation Apprentice Participation in Work Practice
Author: Lyngsnes, Kitt
Date: 2011-02-00
Type: Journal Articles
Subjects: Secondary Education,Foreign Countries,Vocational Education,Apprenticeships,Job Skills,Secondary School Students,At Risk Students,Dropouts,Academic Persistence,Educational Environment,Interaction,Student Experience,Correlation,Case Studies,Workplace Learning

The high drop-out rate in upper secondary education is a major challenge to European and US educational programmes. Upper secondary education in Norway faces a similar challenge, because in recent decades, around one-third of the students drop out of the educational programmes. The majority of the drop-outs are students in vocational programmes, and a substantial number are apprentices at the workplace. With these high drop-out rates and the ensuing personal, social and economic consequences, it is vital to address how upper secondary education systems can keep students connected throughout the programmes. By thoroughly analyzing learning environments and the experiences, interactions and processes which youth deal with during vocational education, insights into how characteristics of the learning environments relate to dropping-out and connectedness may be brought into educational discussions. The case study presented in this article explores how workplaces constitute learning environments and how apprentices participate in the learning environments of work according to their dispositions, aims and life plans. The findings show that the apprentices had different agencies and that they were involved in two distinct participation patterns at the workplace: a collaborative pattern and an executive pattern. Our findings also suggest that strong agency for the vocation may keep apprentices connected throughout the educational programme, although they are afforded an executive participation pattern. Based on our findings, it is appropriate to raise questions as to whether an unclear agency for the vocation, together with affordance of executive participation patterns, may suggest one possible answer for the high drop-out rate among apprentices. (Contains 1 figure and 1 footnote.)
Pre-Service Physics Teachers' Conceptions of Nature of Science
Author: Buaraphan, Khajornsak
Date: 2011-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Pedagogical Content Knowledge,Misconceptions,Questionnaires,Science Instruction,Preservice Teachers,Teacher Attitudes,Student Attitudes,Teacher Education Curriculum,Scientific Methodology,Scientific Principles,Physics,Science Teachers

Understanding of NOS (nature of science) appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers' conceptions of NOS. This study used the MOSQ (myths of science questionnaire) to explore 17 pre-service physics teachers' conceptions of NOS. Commonly, these pre-service teachers expressed misunderstandings about NOS with respect to: (1) the relationship between theory and law; (2) science as cumulative; (3) subjectivity in science; (4) the scientific method; and (5) the relationship between science and technology. Science educators should consider and utilize these common misunderstandings as a basis of curricular framework for further improving pre-service physics teachers' understanding of NOS. [This research was funded by the TRF (Thailand Research Fund) and the CHE (Commission on Higher Education), Thailand.] (Contains 2 tables.)
Fostering Cooperative and Competitive Competencies of Non-Business Graduates by Economic Education
Author: Mittelstaedt, Ewald
Date: 2011-02-00
Type: Journal Articles
Subjects: Foreign Countries,Employment Potential,College Graduates,Business Administration,Nonmajors,Employer Attitudes,Expectation,Competition,Business Skills,Personality Traits,Collegiality,Interpersonal Competence,Social Development,Emotional Intelligence,Cooperation,Communication Skills,Job Skills,Ethics,Economics Education

In the course of the European Bologna process, the notion of employability becomes increasingly important for universities. Graduates are in particular employable, if they exactly possess those abilities and skills, which are required by employers. Studies show that in the context of recruiting university graduates, employers do not only pay attention to expertise and soft skills, but also care about knowledge referring to products, markets, customers and competitors of their relevant industry. Employers increasingly expect economic knowledge as well as its application which is also expected by graduates, who have not completed a course of studies in economics or business administration. At this point, business skills take on greater significance. Whereas the expertise normally is achieved by completing a course of studies at university and soft skills are incorporated in a cross-section of universities, business skills are not. The article discusses, in what way, cooperative and competitive skills are predestined for enhancing the employability of graduates. With regard to business education and ethics, particular attention should be paid to the concept of competency as well as the self-determined taking on of one's own position. An inclusion of economic educational modules as a part of extracurricular studies can, by means of its practical with use-oriented focus, not only improve employability, but also form the basis of a reflexive professional life. (Contains 2 figures and 2 footnotes.)
Elementary Teachers' Perceptions about Implementation of Inclusive Education
Author: Korkmaz, Isa
Date: 2011-02-00
Type: Journal Articles
Subjects: Classroom Techniques,Elementary Schools,General Education,Disabilities,Program Effectiveness,Foreign Countries,Elementary School Teachers,Inclusion,Teacher Attitudes,Educational Environment,Interpersonal Competence,Interpersonal Relationship,Questionnaires,Learning Activities,Administrator Effectiveness,Teacher Effectiveness,Superintendents,Elementary School Curriculum,Curriculum Development,Educational Legislation,Federal Legislation,Program Implementation

The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students' disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers' quality but also the school administrators'. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. [This study was supported by The Scientific and Technological Research Council of Turkey (TUBITAK).] (Contains 8 tables.)
Strategy and Quality Maps in Higher Education
Author: Kettunen, Juha
Date: 2011-02-00
Type: Journal Articles
Subjects: Strategic Planning,Higher Education,Quality Control,Total Quality Management,Concept Mapping,Change Strategies,Educational Quality,Administrative Principles,College Administration,Improvement Programs,Delivery Systems,Program Descriptions,Organizational Theories,Concept Formation

The purpose of this study is to investigate the integration of strategic management and quality assurance in higher education. The study presents how the value chain can be described in the strategy and quality maps, which are, respectively graphical representations of the strategic plan and the quality assurance system. The quality map is a new concept that explicitly takes into account the environment, strategic planning and the quality cycle of the institution. The quality map helps the management of the higher education institution present an overview of the quality assurance system to external evaluators, members of the organization, students and other stakeholders. (Contains 1 table and 3 figures.)
Gender Adeptness among Educational Administrators for Leading Innovative Initiatives in Public Education
Author: Morrison, James L.
Date: 2011-02-00
Type: Journal Articles
Subjects: Women Administrators,Public Education,Administrators,Gender Differences,Instructional Innovation,Surveys,Role,Educational Administration,Administrator Effectiveness

It may be concluded that female administrators are perceived as being more adept than their male counterparts for leading innovation in schools and leveraging resources into productive outputs. It may be concluded that both genders of administrators perceive such efforts similarly. The only two skills where gender is significant are the two competencies identified as being alert for new opportunities and synthesizing ideas into focused projects. For the other eight skills indicated in the survey, gender did not play a significant role in such perceptions. (Contains 4 tables.)
Through Musical Communication to Development of Competence in Culture Awareness and Expression
Author: Sicherl-Kafol, Barbara
Date: 2011-00-00
Type: Journal Articles
Subjects: Music Education,Music Activities,Cultural Activities,Creative Activities,Cultural Awareness,Interpersonal Competence,Workshops,Teacher Education,Faculty Development,College Students,Foreign Countries,Music Teachers,Interviews,Elementary School Students,Secondary School Students,Learning Motivation

This study presents an example of a music workshop which brought together pupils and students of different music schools, students of musicology, composition and classroom teaching, teachers, professors and composer on the common topics in contemporary music. The purpose of the workshop was to encourage an active and creative participation of everybody involved in a way that went beyond the usual practice used in cultural activities in education. In this respect, the workshop emphasised the importance of the creative expression of experience, ideas and emotions in the field of music. The results of the interview, which were conducted by some of the workshop participants, point out the complex occurrence of various indicators, which at the level of personal and social factors have determined the nature of communication through contemporary music and indirectly influenced the development of competence in cultural awareness and expression. Challenges identified included students' lack of musical experiences for contemporary music at all educational levels, the low priority given to contemporary music in schools as well as teachers' lack of professional knowledge in this field. The study highlights the need for more experience in contemporary musical language in general and music professional schools. (Contains 3 footnotes.)